Exam Technique Improving Performance - ACHPER NSW

Exam Technique

Core 2- Factors Affecting Performance

Improving Performance

Contents and Acknowledgements .................................................. Inside Front Foreword .......................................................................................................... 1 Exam Technique ............................................................................................... 3 Core 1 – Health Priorities in Australia ............................................................... 27 Core 2 – Factors Affecting Performance ........................................................... 45 Sports Medicine .............................................................................................. 57 Improving Performance ................................................................................. 81

ACHPER NSW is pleased to acknowledge the following individuals who have developed the PDHPE Enrichment Day material for 2018.

Clare Roden / Pamela Findlay ............................................ Exam Technique

Lisa Quinn ............................................................................................ Core 1

Emily Simpson .......................................................................................Core 2

Sonia Taylor ........................................................................ Sports Medicine

James Muir ............................................................. Improving Performance

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Welcome to the Australian Council for Health, Physical Education and Recreation (ACHPER) NSW HSC Enrichment Days for 2018. You have made a positive choice in gaining extra support for your HSC. The focus of these sessions is to enhance the knowledge, understanding and skills of HSC students in their study of the PDHPE course. As the lead organisation of Physical and Health Education, ACHPER NSW has a rich history of presenting a program to cater to the needs of NSW PDHPE students, teachers and schools. These sessions are presented face-to-face, through a webinar or via a videoconference. This year will see us present two face-to-face sessions and one videoconference, as well as webinar recordings. Our organisation is indebted to the passion, dedication and expertise of a vast selection of PDHPE experts. Thank-you for the experience and advice you pass onto both students and teachers alike. Secondly, thank-you goes to the teachers, administrators and parents who support our enrichment days and offer the opportunity to the attending students. We trust that you will enjoy your sessions and seek valuable assistance to improve your understanding of PDHPE. We look forward to hearing how you have put the advice into action in your HSC trials and HSC examination. Good luck and best wishes! Yours in health and wellbeing, Kelly Bell President ACHPER (NSW) Branch The Australian Council for Health, Physical Education and Recreation

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Exam Technique

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PDHPEHSCEnrichmentDay2018

• Section I: Core 1 and 2 Content (60 marks)

Part A: Multiple choice

• There will be objective response questions to the value of 20 marks

Part B: Short answer questions

• There will be approximately six short answer questions up to 8 marks

• Section II: Options (40 marks)

• There will be two questions for each of the five options

• Answer both questions for the two options you have studied.

• Answer only the options you have studied

Exam Structure

What Do You Already Know

Activity 1: What do you already know about the PDHPE exam?

● In the space below write down what you know about the PDHPE HSC exam. List as many things as you can. (List at least four things). Be prepared to share your responses.

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(adapted from ACHPER HSC enrichment presentation 2013)

Exam Structure Slide 4

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Time Allocation

• The PDHPE exam is 3 hours plus 5 minutes reading time

• Section 1: Core 1 & Core 2

– Part A: 40 minutes (multiple choice)

– Part B: 1 hour and 10 minutes (Short answer questions)

• Section 2: Options

– Questions : 1 hour and 10 minutes (short answer/extended response)

Activity 2

Time Allocation

Slide 5

Activity 2: Exam plan of attack

Answer the following questions and write down reasons for your responses.

• What will you read in the reading time and why?

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• What section will you start first and why?

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• What will you do if you draw a blank on a question and why?

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Multiple Choice Questions

• Read each question carefully • Be systematic • Make 3 “passes”

Pass 1 – answer all the questions for which the answers come easily i.e.

the ‘sure things’ – eliminate as many options as you can from other questions.

Pass 2 – figure out the “best” of the rest of the answer options.

Pass 3 – take an educated guess.

Activity 3

Multiple Choice Questions Slide 6

Activity 3: Pass Practice Mark only “sure things” first; make 3 “passes” through the exam 1) Go through the exam first and answer all the questions for which the answers come easily. 2) For the questions that seem more difficult:

- mark the qualifiers (words that alter a statement for example always, most, good , bad, increase, decrease) - eliminate as many options as you can.

This will give you a head start for your second pass. You may come across another question that gives you a clue to the one that stumped you.

3) On your second pass spend extra time to figure out the “best” of the rest of the answer options.

4) On your third pass, take an educated guess at the ones that are still elusive because any answer is better than

no answer. In pairs using the three pass method complete the following activity For each multiple choice question identify eliminated answers, explain why you eliminated these responses and then choose the correct answer.

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Questions

1) Which set of socioeconomic determinants has the greatest influence on the health inequities experienced by indigenous population groups?

a) Income and high-density living b) Religious and cultural influences c) Levels of education and employment d) Media access and geographical location

Eliminated answer/s .......................................................... Explain why you eliminated this/these answer/s ........................................................................................................................................................................................

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The correct answer is ........................................................ Why? ........................................................................................................................................................................................

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2) What type of training involves an activity with intermittent bursts of speed? a) Circuit b) Fartlek c) Flexibility d) Continuous

Eliminated answer/s .......................................................... Explain why you eliminated this/these answers? ........................................................................................................................................................................................

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3) What are the waste products of the aerobic energy system? a) Lactate, heat, water b) Lactate, oxygen, creatine c) Carbon dioxide, heat, water d) Carbon dioxide, oxygen, creatine

Eliminated answer/s ..........................................................

Explain why you eliminated this/these answers?

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4) A health promotion initiative educates doctors to refer mental health patients to a social support group. Which area of the Ottawa Charter does this represent?

a) Developing personal skills b) Reorienting health services c) strengthening community action d) Creating supportive environments

Eliminated answer/s ..........................................................

Explain why you eliminated this/these answers?

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Source of MC questions – HSC 2017 PDHPE exam

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Breaking down Questions Use the acronym SELL

Syllabus content

Identify the syllabus content needed to answer the question.

Explain word – what is the key/directive word and what does it mean? E is also to remind you to use examples in your answer.

Links to the question.

Look over the question again to make sure you have covered everything and see how much the question is worth. Activity 4a

Breaking Down Questions Slide 7

Activity 4a: Breaking down the question Use the slide below to underline, circle and highlight following the presenters instructions.

Question Breakdown Cont. Slide 8


Question Breakdown continued

What to include in a response

• Identify the roles of individuals, communities and governments

• Provides characteristics and features of the roles individuals,

communities and governments play in addressing health inequities

• Use relevant examples specific to health inequities experienced by

Aboriginal and Torres Strait Islander people’s

Activity 4b

Describe the roles that individuals, communities and governments have in

addressing health inequities experienced by Aboriginal and Torres Strait Islander

peoples. (5 Marks)

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Activity 4b: SELL practice Complete the SELL for the question in Slide 7.

Syllabus content =

Explain using the key word/ examples =

Links to the question =

Look back over the question and check you have covered everything you need to. Look at how much the question is worth? =

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Practice Question Breakdown

1. Read the question

2. Underline the syllabus points so you know WHAT the question

is asking you about

3. Circle the explain/key words so you know HOW to answer the question

4. Identify the links / key hints of the question

5. Look back over the question and identify the marks

allocated

Activity 5

Practice Question Breakdown Slide 9

Activity 5: Practice Breaking Down Questions

● Select ONE of the short answer questions below and practice breaking the question down. On the lines provided list the things you would include in your response. Remember SELL.

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Short Answer Questions

Core 1 What are the responsibilities of each of the three levels of government for the delivery of health services in Australia? (4 marks)

Syllabus content

Explain word

Links to the question

Look over the question

Core 2 Why are both objective and subjective performance measures appropriate in the assessment of an athletic performance? (5 marks)

Syllabus content

Explain word

Links to the question

Look over the question

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PEEL – Writing a Response Slide 10

SELL and PEEL Once you have broken the question down using SELL and have planned your answer you can move onto writing your response. Each paragraph in your exam responses should show your knowledge and understanding of the question and cover the relevant components from the question. Using the PEEL concept will help you to structure your paragraphs in a clear and logical way.

Point ● State your point – this may be in the form of identifying a factor, stating a fact, making a statement, proposing a

strategy.

Elaborate ● Show what you know about the point made and apply that knowledge to the key/directive word and other

factors in the question. ● Sometimes the requirements of the key/directive word can help you to elaborate. For example, if the question

asks to explain, describe, outline, discuss, assess, analyse, compare, evaluate then you need to follow the scaffold of the key word to create your response.

● Other factors in the question can sometimes assist or guide your elaboration so it is important to understand what the question is asking you about.


PEEL – Writing a response

Once you know what to do with the question you can move on to writing a response. The following acronym can be used

to develop each paragraph.

• Point – state your point

• Elaborate – show what you know and apply your knowledge

to the key words

• Example – provide 1 - 2 examples to help show your understanding

• Link – always refer back to the question to conclude paragraphs

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Example ● Provide 1-2 examples to show you understand what you have elaborated on. ● The example should give a practical illustration, real life simulation or reflect a common everyday occurrence to

prove what you have elaborated on. ● More marks means a greater range of examples throughout the response.

Link ● You should always refer back to the question to conclude your paragraph. ● This is where you can make links to show the relationship between syllabus content. This is also where you can

demonstrate your understanding of health and physical activity concepts, where appropriate. ● In most cases, you are showing the outcome of your point as a result of your elaboration.

Adapted from ACHPER Enrichment presentation 2013

Tips for Answering HSC Questions Write in BLACK PEN

Breakdown the question (SELL) ● What is the value of the question? ● What is it asking you to KNOW? – highlight the syllabus related words ● What is it asking you to DO? – circle the key/directive words ● Underline any other relevant information given in the question that should be addressed? Are there any links

that need to be made between syllabus content? ● Re-phrase the question in your own words.

Draw up a plan/mind map ● This should relate to your key words and what you are required to do, then your knowledge of the syllabus

content and any other related information. Don’t spend too much time on the plan/mind map. ● As you answer the question you can cross off the points you listed on your plan/mind map to ensure that you

have fully responded to the question.

Present ideas in a cohesive and logical way (PEEL) ● Remember to PEEL. Your written response is all that the markers have to determine your knowledge and

understanding of the PDHPE content and how to apply it. You need to take time to work out a scaffold of what you want to include in your response and show the links between the points being made. It is always a good idea to make time to read through your answers and make sure that it makes sense.

Remember more marks means more time ● Don’t spend too long on a question worth 3 marks and then have no time left for an 8 to 12 mark question.

Pretend the marker knows nothing ● Don’t assume the marker will know what you are talking about, make sure you show what you know and then

apply it to the question. You have to show your expertise in these physical activity and health concepts.

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Use appropriate terminology ● Doing this can gain you marks and helps to show your knowledge of the subject. For example instead of saying

the athlete takes a lot of shots in practice say the athlete uses massed practice to develop their skills. Another example is instead of saying death rates from lung cancer for men are less, say the mortality rates for lung cancer in males has decreased significantly.

Examples, examples, examples ● It is important that you provide examples throughout your answer to show you understand everything you have

stated. The more you use examples the more understanding you can show of the question and concepts. Examples can be simple or extensive – it is better to use a combination of these throughout your response.

● Use black or blue pen, preferable black to write your response so that when the response is scanned for online marking the marker has the best opportunity to read and mark your response accordingly.

Make links to the marking rubric

● Every exam has a rubric that outlines what your answer will be assessed on. For Section II the rubric is:

In your answers you will be assessed on how well you:

● demonstrate knowledge and understanding of health and physical activity concepts relevant to the question

● apply the skills of critical thinking and analysis

● communicate ideas and information using relevant examples

● present a logical and cohesive response

Source: HSC PDHPE Exam 2015

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More Practice

Use SELL Develop a plan Write a response (PEEL)

• Describe the limitations of epidemiology (4 Marks) HSC 2017.

• To what extent does Australia’s health care system benefit from

having a healthy ageing population? (8 Marks) HSC 2017

• Compare TWO different energy systems by exploring their duration, sources of fuel and causes of fatigue. Use examples to

support your answer (7 Marks) HSC 2017

• Describe how different strength training methods affect an athlete’s performance (4 marks) HSC 2011

Activity 6

More Practice Slide 11

Activity 6: More practice Breakdown the question using SELL Pick a question from slide 11(above) and complete the activity.


Write the question you have chosen here

2. Underline the syllabus points in the question. (S)

List the key areas of the syllabus to address when answering this question.

3. Circle the key words/verbs that tell you how to answer the question (E)

Write down what each key word requires you to do to answer this question

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4. Find the links/key hints (L)

Identify any links/hints in the question that should be addressed

5. Look back over the question and look at the marks allocated (L)

Write down how many marks the question is worth. Estimate how many lines you would need to use to answer this question. Have you covered all you need to?

Draw up a plan/mind map Prepare a plan/mind map of points to include in your response. Use lines or arrows to make links between the concepts.

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Write a response to your question Use the lines provided below to write your answer. Remember PEEL.

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Remember the more you practice these quick tricks the easier it will be to understand exam questions. However, it is important to remember that those questions worth 3 marks or less probably don’t need this much time spent on them.

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Support Networks Slide 12

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Support Networks

§ Teacher/tutor

§ Stuvac study groups

§ Textbooks and study guides

§ BOSTES site – NSW Students Online includes tips for studying

and coping with stress

§ HSC online PDHPE forums

§ BOSTES sample answers, 2010 - 2017 HSC exam papers and

Checkpoint Quiz Me app

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Marking the HSC

• Marking guidelines.

• Pilot marking/real marking.

• Script marking.

• Discrepancies.

• Positive marking.

Marking the HSC Slide 13

● All marking is done ON LINE - Currently, Cores are marked from Coffs Harbour Centre and the options from Sydney based centre. Markers usually stay at the marking centres for up to three days before they go home to mark on screen. Writing in black pen is much easier to read on screen than blue pen

● The exam is written and finalised by October the year before you sit your HSC exams. This means any new information or issues that arise in the year of your exams will not be included, similarly if it is not in the syllabus you cannot be questioned on it. You are encouraged to use up to date Health Statistics from reliable sources such as AIHW Australia’s Health document.

● Marking guidelines are also developed when the exam is written.

● For the first couple of days of the marking period, markers “practice” marking copies of real exam responses using the marking guidelines until all markers are marking consistently and at the same level.

● Markers mark the same question for up to 10 days.

● Script marking Extended response questions above 8 marks are double marked i.e. marked by two markers on different teams. Short answer questions of 8 marks or less are single marked, therefore students need to make sure their answers are clear and show their understanding of the health and physical activity concepts.

● Discrepancies If markers give different marks for an answer – this is called a discrepancy. Any scripts that have more than 2 marks difference between the two markers are then marked by a third marker to ensure that the right mark is given.

● The HSC is marked positively. This means that students do not lose marks for writing incorrect information. Don’t waste time crossing out information you think is wrong (it may have relevant information within it). If it is crossed out it won’t be marked. If you write a plan for your answer it will be read by markers and will contribute to the marks allocated for that question. If you run out of time but have jotted down some notes in your plan, markers will consider this as knowledge/understanding.

Adapted from ACHPER Enrichment presentation 2013

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Take Home Activities The following activities can be done at home as part of your study in preparation for the HSC:

Activity 1:

Multiple Choice practice. Develop five multiple choice questions for Core 1 and five for Core 2. Try to change the complexity of the questions i.e. make some higher-order thinking questions. Use the different techniques to develop your questions i.e. the qualifiers (words that alter a statement for example always, most, good, bad, increase, decrease and the). Remember it is the best answer that is correct. Get a friend to try to answer the questions and give you feedback. Use the following link to go to the 2010 - 2017 PDHPE HSC exams for examples which can help you develop your questions. http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/resources/hsc-exam-papers

Activity 2:

Write a response to the following question and have a friend mark it using the marking guidelines below.

Example HSC style question How do different types of training improve performance in various sports? (8 marks)


2. Underline the syllabus points in the question.

List the key areas of the syllabus to address when answering this question.

3. Circle the key words/verbs that tell you how to answer the question

Write down what each key word requires you to do to answer this question

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/resources/hsc-exam-papers

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/resources/hsc-exam-papers

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4. Read the question again for links/key hints

Identify any links/hints in the question that should be addressed

5. Look back over the question and look at the marks allocated

Write down how many marks the question is worth. Estimate how many lines you would need to use to answer this question. Have you covered all you need to?

6. Draw up a plan/mind map Prepare a plan/mind map of points to include in your response. Use lines or arrows to make links between the concepts.

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7. Write a response to your question

Use the lines provided below to write your answer. Remember PEEL.

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Marking Guidelines

Criteria Marks

● Makes evident how different types of training can improve performance in various sports. ● Provides relevant examples of training used to improve performance in specific sports.

8

● Provides characteristics and features of how different types of training are used to improve performance in various sports.

● Provides relevant examples. 6 - 7

● Sketches in general terms how different type(s) of training can improve performance in various sports.

● Provides relevant examples. 4 - 5

● Recognises and names the different type(s) of training used to improve performance in a specific sport.

● Provides examples. 2 - 3

● Provides an example of training types. 1

Source of question – HSC 2014 PDHPE exam

Activity 3:

Marking a response

Using the following marking guideline mark the following response to this question

Explain the physiological adaptations an individual develops in response to the different principles of training. Use examples to support your answer. (8 Marks)

As you read the response highlight in different colours: ● syllabus content used ● statements that link the content to the question and statements that do what the key word asks eg assess,

discuss, evaluate etc. In this case show how planning for performance differs for different athletes ● relevant examples used.

What mark would you give this response? .................................................... How could you improve this response? ......................................................................................................................... ........................................................................................................................................................................................ ........................................................................................................................................................................................

Re-write the response with your improvement and get your PDHPE teacher to mark the response.

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Sample answer: When an athlete undertakes a training program, a variety of physiological adaptations occur in response to the stress that the body is placed under. The different principles of training will determine what type of physiological adaptation occurs. When training aerobically, progressive overload and training thresholds are important. This involves the body working in the aerobic training zone (60−80%) while also gradually increasing the working load of the athlete, eg increasing distance or time an athlete runs, in order to gradually increase the training load and performance. The physiological adaptations that occur include a more powerful stroke volume and increases in cardiac output. The heart becomes more effective as it is a stronger muscle and can pump more oxygen with each beat. This also leads to a reduction in resting and working heart rate for a fit aerobic athlete. Cardiac output is more effective as a result of these training principles as oxygen is delivered with more efficiency to the working muscles through aerobic events. In relation to strength training, specificity is important. By manipulating the number of repetitions and size of the weight, an athlete can either develop muscular strength or muscular endurance. Both types of training result in muscle hypertrophy. However, the effect on fast twitch or slow twitch development will be determined by the specificity of the training employed. For example a high jumper will use specific power and plyometric exercises to develop their fast twitch muscle capabilities.

Marking guidelines

Criteria Marks ● Makes evident how the physiological adaptations individuals develop respond to a

variety of principles of training ● Provides examples that demonstrate the relationship between the training

principles and the physiological adaptation

8

● Provides characteristics and features of physiological adaptations in relation to the principles of training

● Provides relevant examples 6 - 7

● Provides characteristics and features of principles of training AND/OR physiological adaptations OR

● Sketches in general terms physiological adaptations to the principles of training

4 - 5

● Sketches in general terms a physiological adaptation to a principle of training OR ● Sketches in general terms physiological adaptation(s) OR principle(s) of training

2 - 3

● Recognises and names physiological adaptations AND/OR principles of training OR ● Sketches in general terms types of training

1

Source of question – HSC 2017 PDHPE exam

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Core 1

Health Priorities in Australia

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Syllabus Overview Slide 3

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Key Terms Slide 4

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What are Health Inequities Slide 5

Activity 1: Note Taking

Using the presenters slide fill in the blanks.

• Health inequities are “systematic, socially produced (and therefore ………………………) and unfair.”

• Inequities ………..….. ……..……..circumstances stemming from socioeconomic status, living conditions and other social, geographical, and environmental determinants that can be improved upon by human actions.

• For example, it is an ……………………. when a child born of Aboriginal or Torres Strait Islander decent is

likely to die 10 years before a non-Indigenous Australian ( ………………..).

• Health inequalities are attributable to ………………………………… variations or free choice and others are attributable to the external environment and conditions mainly outside the ………………………….. of the individual.

Notes:

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Overview Slide 6

Activity 2: Watch the video clip Indigenous Health, and complete the Plus, Minus and Interesting chart.

Plus Minus Interesting

Notes:

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Nature and Extent of Health Inequities Slide 7

Activity 3: A) How do life expectancy rates of Indigenous people compare with non-Indigenous people of Australia? ........................................................................................................................................................................................

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B) What do you think is the leading causes of death for Aboriginal and Torres Strait Islander people and how does this compare to non-Indigenous Australians? ........................................................................................................................................................................................

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Nature and Extent of Health Inequities

Activity 4: Read the following news article from the Australian Heart Research Institute on “Why Aboriginal

and Torres Strait Islander People More Often Affected by Heart Disease?” and create a mind map on the next page to answer why they are more affected.

WHY ARE ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE MORE OFTEN AFFECTED BY HEART DISEASE? Indigenous people are more often affected by the risk factors for heart disease (such as smoking), by health conditions that can lead to heart problems (such as diabetes), and by other forms of heart disease (such as rheumatic fever).

WHAT ARE THE RISK FACTORS FOR HEART DISEASE IN ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE? While some risk factors for heart disease cannot be changed, most heart disease risk factors can be reduced by adopting a healthy lifestyle. Many risk factors for heart disease are higher for Indigenous Australians. These include:

● Smoking. Indigenous Australians rate of smoking is twice that of the non-Indigenous population. Passive smoking or being exposed to second-hand smoke also leads to a higher risk of developing heart disease and cancer. It is estimated that two in five Indigenous people smoke and one in five deaths of Indigenous people is caused by smoking. It is the single most important risk factor for heart disease in Indigenous Australians.

● High Blood Pressure. Indigenous Australians are more likely to have high blood pressure than non-Indigenous people. This raises the risk of coronary heart disease, heart failure, and stroke and kidney disease. Many Indigenous people have high blood pressure but do not know that they have the condition.

● Diabetes. Indigenous Australians are three times more likely to have diabetes than non-Indigenous people. Diabetes raises the risk of heart attack, angina and stroke by up to four times.

● Rheumatic Heart Disease (RHD). Acute rheumatic fever and rheumatic heart disease can lead to heart valve damage, hospitalisation and even death. Hospitalisation for rheumatic heart disease is four times higher for Indigenous men and nine times higher for Indigenous women than for non-Indigenous men and women. Aboriginal and Torres Strait Islander people have one of the highest rates of rheumatic heart disease in the world.

● Physical Activity. 62% of Indigenous people living in non-remote areas do not get enough physical activity.

● Obesity. Indigenous Australians are more likely to be above a healthy weight than non- Indigenous people. 60% of Indigenous men and 81% of Indigenous women have waist circumferences that place them at risk of developing chronic disease.

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Mind Map Slide 9

Activity 4 continued: After reading “Why Aboriginal and Torres Strait Islander People More Often Affected

by Heart Disease?” Create a mind map in the box bellow to demonstrate your findings.

- 35 -


Activity 5: The nature and extent of Health Inequities. Answer true or false to the following statement from

the Aboriginal and Torres Strait Islander healthy survey results (released by the Australian Bureau of statistics 2014). Answers that are false are to be re-written as true.

Aboriginal and Torres Strait Islander people compared with non-Indigenous people were: T/F

1. Smoking more on a daily basis

2. One and a half time (1.5 x) more likely to be obese.

3. Meeting the Australian dietary guidelines for daily fruit and vegetables

4. More than two times (2x) likely to have diabetes

5. Four times as likely to have advance stages of chronic kidney disease

Notes:

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Activity 5 continued:

Aboriginal and Torres Strait Islander people compared with non-Indigenous people were: T/F

6. Twice (2x) as likely to have high triglycerides

7. Higher mortality rates at all age groups

8. Infant mortality is two times (2x) higher

9. Two times (2x) more likely to die from avoidable causes

10. Higher death rates from diseases of the circulatory system, cancer, respiratory diseases, digestive diseases, and kidney disease

11. More likely to have measured higher blood pressure

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Nature and Extent of Health Inequities Summary Activity, Activity 6: What do we know about the health inequities of the Aboriginal and Torres Strait islander people? Using all the presenter information you have received today, notes from today’s video and the case study article on heart disease, use the tables below to design a user friendly, easy accessible summary table of the health inequities which exist between Aboriginal and Torres Strait Islander people and non-Indigenous Australians Complete the summary tables.

Table 1. Mortality Summary (Slide 13)

Extent of the Health Inequity

Life Expectancy

Infant Mortality

CVD

Respiratory disease

Avoidable causes

All age groups

Cancer, digestive and kidney disease

Table 2. Morbidity Summary (Slide 14)

Extent of the Health Inequity

Profound disability

Diabetes

Obesity

Chronic Kidney Disease

Higher triglycerides

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The Sociocultural, Socioeconomic and Environmental Determinants

Activity 7:

Place the following determinants of health (bold words only) onto the following page under the correct determinant in which it belongs.

1. Lower levels of income (Aboriginal and Torres Strait Islander people were half as likely as non-Indigenous people to report an equalised weekly household income of $1,000 or more in 2016 (20% compared with 41%)].

2. Poor and overcrowded housing (Aboriginal and Torres Strait Islander people were 6 x more likely to live in social housing).

3. Poor diet and nutrition (Significantly less likely to meet the guidelines for both daily fruit and vegetable intake).

4. Higher levels of unemployment (Aboriginal and Torres Strait Islander people were 4 x more likely to be unemployed).

5. Limited access to health care services (over one-third (35%) of the Aboriginal and Torres Strait Islander population reported living in capital city areas compared with 68% for non-Indigenous people).

6. Lower levels of school completion (Aboriginal and Torres Strait Islander people aged above 20 years were half as likely to have completed Year 12 or a Certificate 3 or above).

7. Ongoing effects of colonisation (dispossession, dislocation, discrimination, loss of culture loss of identity and self worth).

8. Significant higher rates of imprisonment (was 13 times greater than the age standardised imprisonment rate for non-indigenous persons).

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Sociocultural

Family, peers,

religion, culture,

family and media

Determinants of Health

Socioeconomic

Education, income

and employment

Environmental

Geographic

location, access to

health services and

access to

technology

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The Roles of Individuals, Communities and Governments in Addressing Health Inequities

Slides 16 and 17

Activity 8: Individuals: An individuals responsibility for their own health can vary, however individuals have a role in their own and others health. An individual’s role is to reduce their risky health behaviours and increase their protective behaviours. There is a strong focus in Aboriginal health in providing education and empowering individuals. Examples:

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3. .....................................................................................................................................................................

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Communities: Communities aim to improve the access of Indigenous people to primary healthcare services. The services vary from one community to another, however they generally will include; clinical care, health education, screening, immunisation, and specific programs such as hearing and mental health. Examples:

1. .....................................................................................................................................................................

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2. .....................................................................................................................................................................

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3. .....................................................................................................................................................................

Government: The federal government is responsible for the implementation and funding of Indigenous health care on a national scale. Their services include; researching Aboriginal health, development and delivery of Aboriginal health education, health services delivery, supporting community health initiatives, collecting and evaluating Aboriginal health data and policy development. Examples:

1. .....................................................................................................................................................................

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3. .....................................................................................................................................................................

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Take Home Activities

The following activities can be done at home as part of your study in preparation for the HSC:

Activity 1: Summary Table Aboriginal and Torres Strait Islander People

Nature and extent of the health inequities

Sociocultural, socioeconomic and environmental factors

Roles of individuals, communities and governments in addressing health inequities

Health status:

Sociocultural:

Individuals:

Socioeconomic:

Communities:

Environmental:

Governments:

- 42 -

Activity 2: Complete the following HSC question Explain the roles of individuals, communities and governments in addressing the health inequities experienced by Aboriginal and Torres Strait Islander peoples. (8 marks)

Criteria Marks

• Clearly demonstrates how the roles of individuals, communities and government address the health inequities experienced by the identified group

• Makes evident the relationship between the roles of individuals, communities and government

• Provides a range of relevant examples of how individuals, communities and governments address health inequities in the identified group.

8

• Demonstrates how the roles of individuals, communities and government address the health inequities experienced by the identified group.

• Provides a range of examples of how individuals, communities and governments address health inequities in the identified group.

6–7

• Demonstrates how some roles of individuals, communities and government address the health inequities experienced by the identified group

OR

• Provides characteristics and features of the roles played by individuals, communities and government in addressing the health inequities experienced by the identified group.

4–5

• Sketches in general terms the roles of individuals, communities and government

OR

• Sketches in general terms the health inequities experienced by the identified group.

2–3

• Provides some relevant information on the roles OR the identified group’s health. 1

Complete the following past HSC question from 2010

a) Outline TWO socioeconomic determinants that contribute to health inequities experienced by Aboriginal and Torres Strait Islander peoples. (3 marks)

b) Describe the roles that individuals, communities and governments have in addressing health inequities experienced by Aboriginal and Torres Strait Islander peoples. (5 marks)

Answers could include:

• Employment • Education • Income • SES • Access • Location

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Activity 2 Continued:

Criteria Marks

• Sketches in general terms TWO socioeconomic determinants that contribute to health inequities of ATSI people.

5

• Sketches in general terms ONE socioeconomic determinant that contributes to health inequities for ATSI

OR

• Identifies socioeconomic determinants which contribute to health inequities of ATSI people

2

• Provides some information about health inequities of ATSI people. 1

Answers could include:

● Individuals – improve ATSI people’s knowledge, accepting diversity, positive health choices, participating in ATSI community initiatives, volunteering.

● Communities – advocate for change, involve community members in ATSI initiatives, awareness strategies, lobbying Govt, education programs for ATSI.

● Government – funding ATSI programs, increasing doctors in ATSI communities, more services for ATSI people, increasing access to services.

● Working in partnerships.

Criteria Marks

• Provides characteristics/features of the roles of individuals, communities and governments in addressing health inequities for ATSI people

5

• Sketches in general terms the roles of individuals, communities and governments in addressing health inequities for ATSI people

3–4

• Provides some relevant information on the roles of individuals, communities and governments

OR

• Provides some relevant information on health inequities for ATSI people

2

1

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Activity 3: Research questions.

1. How does life expectancy of Aboriginal and Torres Strait Islander people compare with that of non-Indigenous Australians?

2. What are the major causes of death for Indigenous people and how does this compare to non-Indigenous Australians?

3. How does infant mortality of Aboriginal and Torres Strait Islander people compare with that of non-Indigenous Australians?

4. What affect did colonisation have on Aboriginal people?

5. What health risk factors are Aboriginal and Torres Strait Islander people exposed to at higher levels compared with that of non-Indigenous Australians?

6. Outline the inequities that exist in the health status of Indigenous people?

7. Explain why these inequities exist

8. Describe the sociocultural, socioeconomic and environmental determinants affecting Aboriginal and Torres Strait Islander people

9. Identify the areas in which health status of Aboriginal and Torres Strait Islander people are improving?

10. What solutions are needed to raise Aboriginal health status, and what is already being done?

Website and Resources

Australian Bureau of statistics - http://www.abs.gov.au Australian Government Aboriginal and Torres Strait Islander Health Performance framework https://www.pmc.gov.au or https://www.aihw.gov.au Australian Indigenous Health info net - http://www.healthinfonet.ecu.edu.au Australian Institute of Health and Welfare - https://www.aihw.gov.au Closing the Gap - https://closingthegap.pmc.gov.au/ Improving PDHPE - http://www.improvingpdhpe.com PDHPE.net - https://www.pdhpe.net The Heart Foundation - https://www.heartfoundation.org.au World Health Organisation - http://www.who.int

http://www.abs.gov.au/

https://www.pmc.gov.au/

https://www.aihw.gov.au/

http://www.healthinfonet.ecu.edu.au/

https://www.aihw.gov.au/

https://closingthegap.pmc.gov.au/

http://www.improvingpdhpe.com/

https://www.pdhpe.net/

https://www.heartfoundation.org.au/

http://www.who.int/

Core 2

Factors Affecting Performance

Core 2

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Content Slide 3

Content Slide 3

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Key Word Definition Slide 4

Activity 1 – Key Word Definitions Rewrite the key word definitions in your own words. This is very important so that you understand exactly what the question requires you to do. Don’t try to make it sound fancy! ..................................................................................................................................................................................

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Activity 2 – Analysing the Energy Systems Complete the table for each of the three energy systems.

Features Alactacid System Lactic Acid System Aerobic System

Fuel

Efficiency

Duration

Fatigue

By-products

Recovery

Implications Provides energy fast, depletes quickly and therefore only useful for activities of high intensity, short duration e.g. High jump

Provides fast energy, but by product causes fatigue. Relatively fast recovery, however, makes it useful for continual short bursts of energy e.g. 200m sprint

Energy is produced slowly, but efficiently. By products do not cause immediate fatigue, therefore suitable for lower intensity, long duration e.g. Marathon run

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Energy Systems Working Together – Slide 6

Activity 3 – Energy Systems Cloze Passage

Complete the cloze passage by filling in the blanks.

During bouts of physical activity, each of the three energy systems work together in providing ___________ for

the muscles. Once energy is required, the three _________________ begin to operate at the same time and an

interplay between the three begins. This means that the systems do not work in

___________________________, one will become__________________ depending on the energy

________________________________ at the time. For example, during a team sport such as

______________________________, the three systems begin to function at the start of the game. The

dominant energy system throughout will be the _________________ system due to the duration of the game.

When the athlete requires short bursts of energy such as an intercept, the _______________________ system

will come into play. In the instance of extended energy bursts such as sprinting, catching and passing up and

down the court, the _________________ energy system will dominate due to the lack of time for the PC stores

to replenish.

Activity 4 – Contribution of Energy Systems

Complete the table by filing in blanks. The word bank of sports can be found below.

Sport ATP/PC Anaerobic Glycolytic (Lactic)

Aerobic

60 20 20

Field events 90 10 0

95 5 0

80 15 5

Hockey 50 20 30

20 30 50

10 20 70

33 33 33

50 20 30

40 55 5

Tennis 70 20 10

Basketball, gymnastics, field events, rowing, golf swing, Distance running, 50 freestyle, skiing, soccer,

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Types of Training and Training Methods Slide 9

Types of Training Slide 10

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Activity 5 – Types of Training Table Complete the table below by filling in the blanks. Provide at least one example for each of the training methods.

Types of Training Definitions Training Methods Examples

Aerobic - Continuous

- Fartleck

- Aerobic interval

- Circuit

Anaerobic - Anaerobic interval

Flexibility - Static

- Ballistic

- PNF

- Dynamic

Strength - Free/fixed weights

- Elastic

- Hydraulic

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Activity 6 – Types of Training Assessment Answer each of the three questions above for your allocated or chosen sport. Record your responses in point from using the table below. This table will then form the basis (or plan) for your Take Home extended response.

Sport Types of training Training methods Affect on performance

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Sample Responses Slide 13

Activity: Extended Response Using the responses to the questions in Activity 6, answer the question below. Use your answers to Activity 6 as your plan and remember to write your response using PEEL.

“Assess the relevance of the types of training and training methods for a sport of your choice” ..................................................................................................................................................................................

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SAMPLE RESPONSE A triathlon predominantly utilises the aerobic system due to its duration and sustained intensity. In preparation

for a triathlon, however, it is important to also incorporate anaerobic and strength training in the program.

Continuous training is required because it replicates the sustained nature of the sport and will develop an

athlete’s aerobic capacity. For example, a 30 minute run. Circuit training allows the athlete to achieve fitness

gains in all three triathlon components and can decrease boredom to maintain motivation. For example, a

stationary bike, rowing machine and treadmill for 10 minutes each. Fartlek and anaerobic interval training are

important because frequent changes in intensity can occur throughout the race, requiring short bursts of

energy. For example, continuous runs with intermittent hill sprints or 2 minute bike sprints with 30 second rest

in between. Through the use of hydraulic and free/fixed weights, power is improved and strength is generated

for explosive movements such as overtaking another opponent, racing to the finish line or riding up hill. Large

muscle groups can be targeted for muscular endurance. For example, hydraulic leg press or shoulder press.

Flexibility training should be incorporated in any training program to prevent injury and increase range of

motion.

Each of these training methods improve an athlete’s capacity to cope with the varying demands of a triathlon.

Take Home Activities Slide 15


Activity 1: Kahoot Quiz Design a quiz using Kahoot! that incorporates the information presented in today’s seminar. This quiz may be used as a tool for revision either as an individual or in a group. https://kahoot.it/

- 56 -

Activity 2: Article with Questions Refer to the article “Boston marathon race strategy” and answer the questions below: https://runeatrepeat.com/2017/03/29/my-boston-marathon-race-strategy-broken-down-into-4-parts/

1. Identify the types of training that would need to be incorporated into a training program for this

marathon.

2. Justify using examples from the article, the training methods that should be incorporated.

3. Address different areas of the syllabus by highlighting examples throughout the article that represent the role of

Energy systems

Principles of training

Psychological strategies

Motivation Explain their role in the preparation and running of this marathon.

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https://runeatrepeat.com/2017/03/29/my-boston-marathon-race-strategy-broken-down-into-4-parts/

Sports Medicine

How does Sports Medicine Address the Demands of

Specific Athletes

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Unscramble the Words Slide 3

Activity 1: Unscramble the Words

1. ................................................................................

2. ...............................................................................

3. ...............................................................................

4. ...............................................................................

5. ...............................................................................

6. ...............................................................................

7. ...............................................................................

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Syllabus Content for this Presentation Slide 4

Activity 2: Syllabus Content

Aged and Adult Athletes Female Athletes

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Aged and Adult Athletes Slide 6-13

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Activity 4B – Cloze Passage What would be the best exercise options for people with osteoporosis?

Word bank: endurance, impact, avoid, gradually, high, low, cycling, exercises, swimming, falling, contact

- _______________ activities such as walking, _____________ and

_________________.

- Low ___________ and balance activities such as aerobics.

- _____ range strengthening ____________ focusing on limbs, trunk and back

(__________ high loads and develop resistance _______________)

- Avoid ____________ sports or anything where there is a _______ risk of

___________.

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Activity 6: Considerations and Sport Participation Options

CONSIDERATION (give some information about each)

SPORTS PARTICIPATION OPTIONS + reasons for choosing

Heart Conditions

Fractures/Bone Density

Flexibility/Joint Mobility

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Female Athletes Slides 14-19

Eating Disorders Iron Deficiency Bone Density Pregnancy

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Activity 9:

PREGNANCY AND EXERCISE All women who are pregnant without complications should be encouraged to participate in aerobic and strength-conditioning exercises as part of a healthy lifestyle during their pregnancy. A reasonable goal should be to maintain a good fitness level throughout pregnancy without trying to reach peak fitness.

It is important to stay well hydrated, wear comfortable and non-restrictive clothing (such as a correctly fitted bra and appropriate footwear) and where possible, avoid excessive over-heating.

BENEFITS OF EXERCISE DURING PREGNANCY One benefit of exercise during pregnancy is improving your physical and mental wellbeing. Maintaining a healthy weight during pregnancy helps in returning to your pre-baby weight more quickly and also reduces the risk of developing gestational diabetes, which is more common in mothers who are overweight.

RISKS OF EXERCISE DURING PREGNANCY There are currently no known adverse risks to a pregnant woman that are linked with meeting the recommended guidelines of at least 150 minutes of moderate-vigorous physical activity per week.

However, as pregnancy progresses, the body goes through significant changes, such as increased laxity (looseness) of joints, changes in centre of gravity and an increased resting heart rate. Therefore, modifications to programs may need to be considered.

Women who are pregnant and participating in activities that require a high degree of balance or rapid changes in direction should consult with their doctor first. Your doctor may recommend that you see a physiotherapist or exercise physiologist for a program that can be developed for you.

EXERCISE DURING PREGNANCY Specific activities to avoid during pregnancy include contact sports, high-altitude exertion, including downhill skiing and scuba diving. Also, exercise in the supine position (lying on back) should be avoided after the first trimester or 16 weeks gestation. Modifying the position of the exercise to instead be performed on your side, sitting or standing is a safe alternative.

Women who are active during pregnancy can continue with their regular exercise or sport, as long as associated risks and any recommended changes are considered (such as avoiding the specific activities above and not making rapid changes in direction).

FREQUENCY AND INTENSITY OF EXERCISE DURING PREGNANCY Pregnant women should aim to meet the prescribed physical activity levels of the Australian Physical Activity Guidelines, which is 150 minutes of moderate intensity or 75 minutes of vigorous intensity exercise, or a combination of both. No research to date has identified a ‘safe’ upper-limit to exercise intensity.

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The ‘talk test’ can be used to guide the intensity in which pregnant women are recommended to exercise. As the name suggests, the women is exercising at a comfortable intensity if she is able to maintain a conversation during exercise. She should reduce the exercise intensity if this is not possible. Doing any physical activity is better than doing none. If you currently do no physical activity, start by doing some, and gradually build up to the recommended amount.

Aerobic activity should be performed in bouts of at least 10 minutes duration.

CAUTIONS FOR PREGNANCY EXERCISE While most forms of exercise are safe, there are some exercises that involve positions and movements that may be uncomfortable or harmful for pregnant women.

Avoid raising your body temperature too high – for example, don’t soak in hot spas or exercise to the point of heavy sweating. Reduce your level of exercise on hot or humid days.

Avoid contact sports or activities that carry a risk of falling Don’t exercise to the point of exhaustion. If weight training, choose low weights and medium to high repetitions – avoid lifting heavy weights

altogether. Avoid exercise if you are ill or feverish. If you don’t feel like exercising on a particular day, don’t! It is important to listen to your body to

avoid unnecessarily depleting your energy reserves. Don’t increase the intensity of your sporting program while you are pregnant, and always work at

less than 75 per cent of your maximum heart rate.

Reproduced from the Better Health Channel.

http://www.betterhealthchannel.vic.gov.au/

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Activity 10: Complete Table

Identify the

consideration

Describe/Explain – give a statement

about the consideration – why is it an issue? What causes it to be an issue?

Analyse Implications of this

consideration in relation to female participation in sport

EATING DISORDERS

IRON DEFICIENCY

BONE DENSITY

PREGNANCY

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Activity 1: HSC Question (2016)

1. Answer the following question using the table from Activity 6 (page 8 of workbook). 2. Ask your teacher to mark it for you using the marking guidelines. 3. Compare your response to the sample answer.

Explain the physical activity options available for aged people with medical conditions. (8 marks)

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Sample Answer:

There are a wide range of physical activity options available to aged people that may suffer from medical issues

including heart conditions, fractures, low bone density and flexibility and joint mobility problems.

Heart conditions such as heart attacks and high blood pressure may affect an aged person’s fitness level or reduce

their ability to work at high or alternating intensities. Physical activity is highly recommended for people in this

sub-group. Once given medical clearance, activities that are most suitable include ‘steady state’ aerobic activities,

for example, cycling, jogging, swimming and modified strength training programs. These forms of exercise are

highly suitable as they provide a form of cardiovascular training without placing excess stress on the heart muscle

and surrounding arteries. Furthermore, exercise is known to lower blood pressure in moderately hypertensive

patients, which is a risk factor for more serious conditions like stroke. These exercise options are easily tailored

to suit the needs of the aged people and the intensity easily increased once health standards improve. Therefore,

it is evident that there are a range of suitable physical activity options for aged people with medical conditions.

Fractures and low bone density are common problems amongst aged people, particularly older women as a

consequence of post-menopausal hormonal changes. However, there are a range of physical activity options

available to them to improve these conditions and enhance overall health. Suitable activities include walking,

cycling, aqua aerobics, yoga and low weight resistance exercise. These options increase bone mass and density

while reducing the pressure placed on ageing joints and bones. This will contribute to the overall improvement

of diseases such as osteoporosis and improve strength, coordination and balance. It is clear that there are a

number of exercise options available to older athletes with bone and density issues or those who have sustained

a fracture.

Flexibility and joint mobility decline with age due to a loss in elasticity and effectiveness of tendons and ligaments

around the joints. These medical conditions contribute to a range of injuries for aged people. Some examples of

appropriate exercise options include swimming, yoga, Pilates, aqua-aerobics and Tai Chi. These exercise options

are highly suitable as they promote gradual movements through a range of motions and can be tailored to suit

the specific conditions of the person, for example someone experiencing arthritis of the knees may choose to use

swimming as a low weight bearing exercise choice. Furthermore, these exercise options increase balance and

stability which will reduce the likelihood of falls and further bone injury. It is evident that there are a specific range

of exercise options available to aged people with flexibility and joint issues.

Activity 2:

Read the following article to increase your knowledge base.

Exercise is better than drugs at beating osteoporosis fractures and building bone Sue Dunlevy, National Health Reporter, News Corp Australia Network

September 2, 2017 2:27pm

LADIES, it’s time to bone up because serious weight training is not just about building muscles — it’s about building new bone. A new strength-based exercise program that is seeing mums and grandmas lifting weights as heavy as 70 kilograms has reduced their risk of fracture by up to 95 per cent.

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That outcome is better than the leading bone restoring medications which cut hip fractures by 40 per cent.

Better still, the program actually reversed osteoporosis with three in four women taking part recording an increase in bone density.

“The other thing that is exciting is our women seemed to be growing, some had bad posture and dowagers humps and the exercise made them stand straighter and at one stage there was a 1 centimetre difference in height,” says exercise physiologist Dr Belinda Beck who ran the trial.

More than 1500 Australian women are using the program run by The Bone Clinic in Brisbane.

A randomised clinical trial involving 101 older women found it increased bone mass in their spine by an average five per cent and almost 2 per cent at the hip. This compares to the 6 per cent bone density improvement in the spine and 3 per cent at the hip by the leading prescription pharmaceutical treatment Prolia.

Weightlifting is superior to drugs in reducing fracture risk in women with osteoporosis study finds. Picture: Herald Sun.

The clinic estimates it is saving the Queensland government approximately $697,300 per day in health and hospital costs associated with osteoporotic fractures.

More than six million Australians suffer from low bone density which places people at risk of hip and other fractures.

As the population ages the condition is expected to cost the health system around $33.6 billion over the next 10 years and it’s estimated that one fracture will occur every 2.9 minutes. Women in their late 40s and early fifties begin to shed bone mass as they go through menopause.

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Fifty-year-old mother of four Sandiellen Black says her osteoporosis was discovered when she was diagnosed with breast cancer last year.

She was shocked to discover she had the problem because she was a keen netballer, rides mountain bikes and had been a member of a gym for five years where she did aerobics and yoga.

“I’d never lifted weights before,” she said.

She didn’t want to immediately go on medication to improve her bone density and decided to see if the exercise program would work for her.

Osteoporosis on the rise as the population ages. Picture iStock

Dr Beck says you have to exercise the bone by loading it in a specific way and also ensure that you have the right amount of calcium and vitamin D to see results and prevent osteoporosis and osteopenia.

The program at The Bone Clinic grew out of work being done by Masters Games weightlifter Lisa Weiss who noticed women training in her garage were getting improved bone density scores, Dr Beck decided to design a scientific study to test it.

The program requires people to carry out carefully controlled 30 minute weightlifting program twice a week and spend 15 minutes on balance exercises.

Participants are also given advice on increasing the amount of calcium in their diet and encouraged to get vitamin D from the sun.

The exercises are progressive and include dead lift, squat, jumping chin ups/drop landings, and overhead press.

The Bone Clinic only operates in Queensland but is offering to train exercise physiologists around the country in the program so more women can benefit.

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Activity 3: HSC Question (2015)

1. Answer the following question using the table from Activity 10 (page 15 of workbook).

2. Ask your teacher to mark it for you using the marking guidelines.

3. Compare your response to the sample answer.

Why do iron deficiency and lower bone density affect female athletes? (8 marks) ................................................................................................................................................................................

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Sample Answer:

Iron deficiency and bone density can have a significant impact on a female’s participation in physical activity. These health issues have a large influence on a female’s body function and structure and therefore must be managed in order to minimise the negative impact on sport performance. While only small amounts of iron are required in the body, it plays an important role in the transportation of oxygen. Without sufficient iron, the number of red blood cells is reduced, limiting the oxygen-carrying capacity of the blood and the degree to which the athlete is able to fully participate in physical activity and sport. An athlete who experiences low iron can experience symptoms of fatigue, lethargy and weakness. Females need twice as much iron as males. A lack of iron is common in females as they usually consume less red meat and can lose iron during menstruation. Exercise-induced anaemia is common in particular for female endurance athletes, as it can be the result of intense training where iron reserves are already heavily drained. For example, a female triathlete who is anaemic may not be able to meet participation demands as their muscles will not be receiving adequate oxygen to resynthesise ATP when working aerobically, which prevents optimum performance. Iron deficiency, even without anaemia can lead to a reduced rate of lactate clearance. The slower lactate clearance causes early fatigue. It is clear that iron deficiency can affect athletic participation and training levels, which means it is important for the female athlete to be aware of this important mineral and maintain correct intake. Bone density refers to the thickness and strength of bones. For females this is a major concern that can impact on sporting participation. Bone density is directly related to the quantity of calcium in the bones, level of exercise and oestrogen levels. Calcium is necessary for bone strength and is also required in the blood to allow muscles and nerves to function correctly. Female athletes with bones low in calcium are more susceptible to structural weakening and bone fractures, as calcium loss leads to bones becoming brittle and frail. This can have an enormous impact on participation as females are at greater risk of injury. For example, a female basketballer with low bone density who falls while playing may be at a higher risk of sustaining a fracture. Injuries sustained as a result of low bone density will take longer to heal and will prevent individuals from engaging in sports for an extended period of time. Females need to be aware of the effect of age and menopause on bone density to ensure their safety in sport participation. Following menopause, women lose calcium faster than men and some may end up with osteoporosis. Therefore, it is imperative that females eat a well-balanced diet with calcium enriched foods such as milk and cheese and should focus on safety in activity and choose aerobic activities such as swimming, cycling, running and aerobics.

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Improving Performance

Elements to be Considered when Designing a Training Session

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Focus Questions Slide 4

Activity 1: Think – Pair - Share Identify a range of elements you think are important to include in a training session.

Justify your responses with your partner. (Justify: Support an Argument or Conclusion)

Element Justification

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What are the Elements to be Considered when designing a Training Session?

Slide 5

Activity 2: Match the Term Use the table below to match the syllabus dash point terms with the correct outline

Element Outline Prepares the athlete both physically and mentally for training and

helps reduce risk of injuries occurring.

Primarily physical in nature. Can be general or sport specific. Develops the physiological systems required for peak performance.

Improves the results of training by ensuring that all athletes have a clear understanding and are working towards a common aim. Helps prepare athletes mentally for the session.

Allows players and coaches to reflect and provide feedback on the session and develop key points for the next session.

Should take into account the athletes, equipment and facilities with the aim of preventing injuries and undue harm.

This is the main body of the session. It should be goal oriented, appropriate to athlete’s ability and overall strengths and weaknesses. It offers a chance for athletes and coaches to develop technical competence and tactics and strategies

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Health and Safety Considerations Slide 7

Activity 3: Complete the Health and Safety Considerations Table In any training session, consideration for all participants’ safety is the number one priority. This includes thinking about the athlete’s age, ability and health status, the equipment used and the facilities where training is taking place. Fill in the following table by identifying the Health and Safety considerations that would be applied to England’s training sessions.

Athletes Equipment Facilities

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Health and Safety Considerations (Justification Example) Slide 9

Activity 4: Describe and Justify Choose 1 of the answers from any column from activity 3 e.g. check equipment is in working order. Describe the consideration in the space below. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. Now read the provided justification. Using your chosen answer from above, justify its inclusion in the training session. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. ..................................................................................................................................................................................

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Provide an Overview of the Session to Athletes (Goal Specific) Slide 10

Activity 5: Compare the session Overviews Read the two session overview examples delivered by the England Coach below and decide which one you feel is stronger. Provides reasons why

Session Overview Example 1 Session Overview Example 2

"Right lads, well done for turning up on time some of you. I hope you got a good night's sleep, because you are going to need it today as you are going to be working doubly hard. It is getting closer to the tournament now and we really need to ramp up our training and give a little extra. So give it your all today in every drill and there will be plenty of time for recovery this afternoon in the pool session".

“Right lads, great session yesterday, and we really want to build on that today. So we going to go start by going through our pre-activation drills to switch on the specific muscles groups we're be using today. As you know, the tournament is getting closer and so I really want to drill down on some technical work. Therefore, today we are aiming to continue our work on 1 touch football. We'll start with some 3 v 1 ball work to switch our brains on and focus in on our technique. Then we are going to look at using 1 touch to work the ball out of tight situations in that transition from defence to midfield area for when we face teams with a high pressing game. So, at the end of the session we should feel comfortable creating angles and runs to play the ball quickly in tight spaces”.

Number ……. is stronger because .............................................................................................................................. .................................................................................................................................................................................. ..................................................................................................................................................................................

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Warm Up and Cool Down Slide 11 and Slide 12

Activity 6A: Purpose of a Warm up Outline the purpose of a warm up .................................................................................................................................................................................. .................................................................................................................................................................................. ..................................................................................................................................................................................

Activity 6B: Phases of a warm up Outline phases of a warm up depicted in the pictures below

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Cool Down

What are the main components and benefits of a cool down?

Complete the following cloze passage

heart rate dispose muscles body temperature

blood pooling lactic acid demanding contrast

Cooling Down after Sport - Sports Injury Prevention What is a cool down?

A cool down is a session of light exercise that follows ……………………………………. physical activity; the session will usually include gentle cardiovascular exercise and stretching activities.

What happens during a cool down session?

In …………………………………….to the warm up session, which aims to increase the …………………………………….and warm the ……………………………………., the cool down session aims to gradually decrease the heart rate and relax the muscles; an effective cool down will restore the body to its original state. Gentle cardiovascular exercise, such as jogging or walking, will gradually bring ……………………………………. down and decrease the heart rate, while stretching will steadily relax the muscles.

Effects of a cool down session

Aside from bringing body temperature and heart rate down, the cool down helps the body …………………………………….of waste products and toxins generated during exercise; the most well known waste product is ……………………………………. allowed to build up in the body, it may cause stiffness and cramp the following day. An effective cool down will also help to prevent dizziness, which can be caused by stopping an activity suddenly.

Preventing injury

The cool down is as instrumental to the prevention of injury as the warm up; stopping an activity without cooling down will contribute to a build-up of toxic substances and lactic acid, which will cause muscular pain and stiffness the day after; this can restrict movement and be very painful. Blood, which has been delivered to the muscles to facilitate quick contraction, will also build up if a cool down is not completed; this is commonly known as ……………………………………. It is also important to take on fluids and top up energy reserves with a carbohydrate-rich meal after exercise.

Source <http://www.nsmi.org.uk/articles/injury-prevention/cooling-down.html

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Skill Instruction and Practice Slide 13

Activity 7: Compare the skill practices Skill Instruction and Practice is generally the main body of a session. The purpose will depend on many factors. For example; timing in season (periodisation), team strengths and weaknesses, future opponents, stage of skill acquisition of players, previous and future session considerations. Watch the video and compare the 2 types of skill practices and note the benefits of each for improving performance

Skill Practice 1 Skill Practice 2

Benefits Benefits

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Activity 8: Fill in the blanks There are many guidelines that can help enhance the skill instruction and practice element of a training session. In the table below add 2 -3 points regarding each area that can be manipulated. N.B. To help you may draw from knowledge of Core 2 – Factors Affecting Performance.

Instructions

Demonstrations

Learning Environment

Types of Practice

Feedback

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Conditioning Slide 16

Activity 9: Video Analysis Answer the questions below based on the video clip

(a) List the different types of conditioning training viewed in the video

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(b) Which fitness components are targeted, and how will these improve performance?

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(c) In the video the strength and conditioning coach says:-

“..I’m working closely with Mark (coach) on session design as well as some tough intense running without the ball”

What does this comment tell us about how conditioning can be implemented in a training session?

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Notes:

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Focus Question Slide 19

Structuring a Training Session Slide 20

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Structuring a Training Session Slide 21

Activity 10: Reasoning Suggest potential reasons for the differing structures and timings of the two training sessions above. There is no right or wrong answer; you just need to justify your reasoning. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. .................................................................................................................................................................................. ..................................................................................................................................................................................

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Activity 1: Conditioning Debate Study the table below that identifies the advantages and disadvantages of using football drills vs traditional running for conditioning. Justify which type of conditioning you would utilise if you were the coach of a football team.

Source: http://websites.sportstg.com/get_file.cgi?id=1235075

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Activity 2: Skill Instruction and Practice

Watch the following video of Small Sided Game focusing on possession. Then answer the questions that follow. https://www.youtube.com/watch?v=z0gvmIl97Xk 1. What is the purpose of the skill practice?

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2. How might it improve performance?

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Activity 3: Design a Training Session Imagine you are the coach of a sporting team of your choice. Your players are aged 14-16 and are an intermediate standard. Use the table (on the following page) to design a training session that will last 1 hour.

https://www.youtube.com/watch?v=z0gvmIl97Xk

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Element Full Description Time Justification

Health and Safety Considerations

Overview

Disclaimer This booklet has been developed to assist teachers and students with their study of PDHPE. Although the information presented in the booklet is accurate to the best of their knowledge, the authors cannot guarantee that every statement is without flaw of any kind. Therefore, the authors disclaim all liability for any errors, or any loss or other consequences resulting from any individual relying on, or

acting upon any information provided in the text.

Exam Technique Improving Performance - ACHPER NSW

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