Pdhpe St6 Syl From2010

Personal Development, Health and Physical Education
Stage 6 Syllabus
Original published version updated: March 2001 Job Number # 99167A October 2004 Job Number # 2004379 March 2007 Job Number #2007160 (in response to the Austra ian !esuscitation "ounci #s re$ise% car%iopu monar& resuscitation ("'!( )ui%e ines* O++icia Notice ,O- 06.07 Board Bulletin /o 16 No 1*( October 2007 Job Number #2007607 June 2009 Assessment an% !eportin) in+ormation up%ate% Ju & 2012 1!A,"1 chan)e% to 1!-A,"1 (Job No* 20120027( 3 2009 "op&ri)ht ,oar% o+ -tu%ies N-4 +or an% on beha + o+ the "ro5n in ri)ht o+ the -tate o+ Ne5 -outh 4a es* 6his %ocument contains Materia prepare% b& the ,oar% o+ -tu%ies N-4 +or an% on beha + o+ the -tate o+ Ne5 -outh 4a es* 6he Materia is protecte% b& "ro5n cop&ri)ht* A ri)hts reser$e%* No part o+ the Materia ma& be repro%uce% in Austra ia or in an& other countr& b& an& process7 e ectronic or other5ise7 in an& materia +orm or transmitte% to an& other person or store% e ectronica & in an& +orm 5ithout the prior 5ritten permission o+ the ,oar% o+ -tu%ies N-47 e8cept as permitte% b& the Copyright Act 1968* -choo stu%ents in N-4 an% teachers in schoo s in N-4 ma& cop& reasonab e portions o+ the Materia +or the purposes o+ bona +i%e research or stu%&* 4hen &ou access the Materia &ou a)ree9 to use the Materia +or in+ormation purposes on & to repro%uce a sin) e cop& +or persona bona +i%e stu%& use on & an% not to repro%uce an& ma:or e8tract or the entire Materia 5ithout the prior permission o+ the ,oar% o+ -tu%ies N-4 to ac;no5 e%)e that the Materia is pro$i%e% b& the ,oar% o+ -tu%ies N-4 not to ma;e an& char)e +or pro$i%in) the Materia or an& part o+ the Materia to another person or in an& 5a& ma;e commercia use o+ the Materia 5ithout the prior 5ritten consent o+ the ,oar% o+ -tu%ies N-4 an% pa&ment o+ the appropriate cop&ri)ht +ee to inc u%e this cop&ri)ht notice in an& cop& ma%e not to mo%i+& the Materia or an& part o+ the Materia 5ithout the e8press prior 5ritten permission o+ the ,oar% o+ -tu%ies N-4* 6he Materia ma& contain thir% part& cop&ri)ht materia s such as photos7 %ia)rams7 <uotations7 cartoons an% art5or;s* 6hese materia s are protecte% b& Austra ian an% internationa cop&ri)ht a5s an% ma& not be repro%uce% or transmitte% in an& +ormat 5ithout the cop&ri)ht o5ner#s speci+ic permission* =nauthorise% repro%uction7 transmission or commercia use o+ such cop&ri)ht materia s ma& resu t in prosecution* 6he ,oar% o+ -tu%ies has ma%e a reasonab e attempts to ocate o5ners o+ thir% part& cop&ri)ht materia an% in$ites an&one +rom 5hom permission has not been sou)ht to contact the "op&ri)ht O++icer7 ph (02( 9367 22297 +a8 (02( 9279 1422* Materia on p 0 +rom Securing Their Future 3 N-4 >o$ernment 1997* 'ub ishe% b& ,oar% o+ -tu%ies N-4 >'O ,o8 0300 -&%ne& N-4 2001 Austra ia 6e 9 (02( 9367 2111
?nternet9 555*boar%o+stu%ies*ns5*e%u*au ?-,N 0 7313 4234 2 2009398
20120587
Contents
1 2 3 4 0 6 6he @i)her -choo "erti+icate 'ro)ram o+ -tu%&********************************************** 0 !ationa e +or '1@'A in the -ta)e 6 "urricu um*********************************************** 6 "ontinuum o+ Bearnin) +or '1@'A -ta)e 6 -tu%ents*************************************** 2 Aim********************************************************************************************************************* 9 Ob:ecti$es********************************************************************************************************** 9 "ourse -tructure********************************************************************************************** 10 6*1 O$er$ie5 o+ "ourse****************************************************************************** 10 6*2 Mo%u e -tructure*********************************************************************************** 11 6*3 ?mportant Aspects o+ "ourse Metho%o o)&****************************************** 12 Ob:ecti$es an% Outcomes******************************************************************************* 14 7*1 6ab e o+ Ob:ecti$es an% Outcomes******************************************************* 14 7*2 Ce& "ompetencies******************************************************************************** 17 "ontent9 '1@'A -ta)e 6 're iminar& "ourse*********************************************** 12 2*1 ,etter @ea th +or ?n%i$i%ua s****************************************************************** 12 2*2 6he ,o%& in Motion******************************************************************************* 22 2*3 Dirst Ai%************************************************************************************************* 26 2*4 "omposition an% 'er+ormance************************************************************* 29 2*0 Ditness "hoices************************************************************************************* 32 2*6 Out%oor !ecreation******************************************************************************* 30 "ontent9 '1@'A -ta)e 6 @-" "ourse********************************************************** 39 9*1 @ea th 'riorities in Austra ia****************************************************************** 39 9*2 Dactors A++ectin) 'er+ormance************************************************************* 43 9*3 6he @ea th o+ Eoun) 'eop e***************************************************************** 47 9*4 -port an% 'h&sica Acti$it& in Austra ian -ociet&********************************** 00 9*0 -ports Me%icine************************************************************************************ 04 9*6 ?mpro$in) 'er+ormance************************************************************************* 02 9*7 A<uit& an% @ea th********************************************************************************** 62 "ourse !e<uirements************************************************************************************** 60 'ostFschoo Opportunities******************************************************************************* 66 11*1 !eco)nition o+ -tu%ent Achie$ement in /ocationa A%ucation an% 6rainin) (/A6(******************************************************************************** 66 Assessment an% !eportin) **************************************************************************** 67 > ossar&*********************************************************************************************************** 62
10 11
12 13
er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!
he Higher School Certi!icate Program o! Study
6he purpose o+ the @i)her -choo "erti+icate pro)ram o+ stu%& is to9
pro$i%e a curricu um structure 5hich encoura)es stu%ents to comp ete secon%ar& e%ucationG +oster the inte ectua 7 socia an% mora %e$e opment o+ stu%ents7 in particu ar %e$e opin) their9 ;no5 e%)e7 s;i s7 un%erstan%in) an% attitu%es in the +ie %s o+ stu%& the& choose capacit& to mana)e their o5n earnin) %esire to continue earnin) in +orma or in+orma settin)s a+ter schoo capacit& to 5or; to)ether 5ith others respect +or the cu tura %i$ersit& o+ Austra ian societ&G pro$i%e a + e8ib e structure 5ithin 5hich stu%ents can prepare +or9 +urther e%ucation an% trainin) emp o&ment +u an% acti$e participation as citiHensG pro$i%e +orma assessment an% certi+ication o+ stu%ents# achie$ementsG pro$i%e a conte8t 5ithin 5hich schoo s a so ha$e the opportunit& to +oster stu%ents# ph&sica an% spiritua %e$e opment*
"
#ationale !or PDHPE in the Stage 6 Curriculum
'ersona 1e$e opment7 @ea th an% 'h&sica A%ucation ('1@'A( is an inte)rate% area o+ stu%& that pro$i%es +or the inte ectua 7 socia 7 emotiona 7 ph&sica an% spiritua %e$e opment o+ stu%ents* ?t in$o $es stu%ents earnin) about an% practisin) 5a&s o+ maintainin) acti$e7 hea th& i+est& es an% impro$in) their hea th status* ?t is a so concerne% 5ith socia an% scienti+ic un%erstan%in)s about mo$ement7 5hich ea% to enhance% mo$ement potentia an% appreciation o+ mo$ement in their i$es* Eoun) peop e are )ro5in) up in a 5or % o+ rapi% chan)e* A8pan%in) techno o)ies7 ne5 socia structures7 shi+tin) communit& $a ues an% emer)in) en$ironmenta issues are comp e8 interre ate% +actors that a++ect the 5a& in%i$i%ua s i$e their i$es* At a time 5hen there is tremen%ous opportunit& +or )oo% hea th there are numerous con+ ictin) in+ uences on i+est& e* ?t shou % be a )oa o+ e$er& in%i$i%ua to ea% a +u +i e% i+e that is acti$e an% hea th&* Durthermore7 it is %esirab e to be a part o+ a societ& that promotes this as a ;e& $a ue an% supports its members in ea%in) hea th& i+est& es* ?n or%er +or stu%ents to enhance persona )ro5th an% to ma;e a si)ni+icant contribution to the 5e bein) o+ others7 this s& abus +ocuses on the hea th o+ in%i$i%ua s an% communities an% the +actors that in+ uence mo$ement s;i an% ph&sica acti$it& e$e s* 6his s& abus +ocuses on a socia $ie5 o+ hea th 5here the princip es o+ %i$ersit&7 socia :ustice an% supporti$e en$ironments are +un%amenta aspects o+ hea th* 6he e8amination o+ in%i$i%ua 7 +ami & an% communit& $a ues an% be ie+s an% the sociocu tura an% ph&sica en$ironments in 5hich 5e i$e pro$i%es an e8p anation +or hea th status an% sustainab e so utions +or better hea th* 6he Otta5a "harter +or @ea th 'romotion is intro%uce% as an important concept +or e8p orin) hea th issues* ?t pro$i%es a +rame5or; 5here enab in)7 me%iatin) an% a%$ocatin) +or hea th is acte% upon throu)h the ;e& strate)ies o+9 bui %in) hea th& pub ic po ic& stren)thenin) communit& action creatin) supporti$e en$ironments %e$e opin) persona s;i s reorientin) hea th ser$ices*
6he hea th promotion mo%e is app ie% to speci+ic stu%& o+ nationa hea th priorit& areas an% issues re ate% to e<uit& an% hea th* ?t a so enab es stu%ents to in$esti)ate areas o+ )reat re e$ance7 inc u%in) the hea th o+ &oun) peop e an% the ana &sis o+ persona hea th*
6his s& abus a so inc u%es a %etai e% stu%& o+ mo$ement an% ph&sica acti$it&* 6he emphasis is on un%erstan%in) ho5 the bo%& mo$es an% the sociocu tura in+ uences that re)u ate mo$ement* -cienti+ic aspects to be stu%ie% inc u%e anatom&7 ph&sio o)&7 biomechanics an% s;i ac<uisition* -tu%ents a so thin; critica & about aspects o+ histor&7 economics7 )en%er an% me%ia as the& impact on patterns o+ participation in ph&sica acti$it& an% the 5a&s that mo$ement is $a ue%* 6hese areas o+ stu%& prepare stu%ents to be in+orme% participants in mo$ement cu ture7 s;i e%7 inte i)ent per+ormers an% ana &sts o+ mo$ement* As stu%ents are con+ronte% b& particu ar '1@'A issues7 the& are cha en)e% to e8amine them in socia & ima)inati$e 5a&s an% respon% in terms o+ in%i$i%ua p ans7 i+est& e %ecisions an% c ari+ication o+ $a ues* 6he s& abus )i$es emphasis to the %e$e opment o+ those s;i s that enab e stu%ents to trans ate ;no5 e%)e an% un%erstan%in) an% be ie+s into action* 6his inc u%es the abi it& to9 research7 in<uire an% <uestion in or%er to +aci itate trans+er o+ earnin) in a chan)in) societ& %e+ine issues7 i%enti+& an% consi%er outcomes o+ possib e so utions choose7 imp ement an% e$a uate courses o+ action reso $e con+ ict7 assert ri)hts an% access socia support* 6he s& abus has been %esi)ne% +or a stu%ents in Eears 11 an% 12 5ho ha$e an interest in this area* 4hi e there are no +orma prere<uisites +or this course7 it is assume% that stu%ents ha$e un%erta;en a minimum 300 hour course base% on the "& ' )ear! 7*10 Sylla(u!* 6he -ta)e 6 '1@'A s& abus bui %s upon this e8perience b& intro%ucin) stu%ents to more %etai e% stu%& an% hi)her or%er s;i s* A aspects o+ '1@'A are o+ re e$ance to a &oun) peop e an%7 as such7 the s& abus prescribes a core o+ stu%& that represents the brea%th o+ the earnin) area* ?t is ac;no5 e%)e%7 ho5e$er7 that senior stu%ents 5i ha$e particu ar areas o+ interest that the& 5ish to pursue in )reater %epth* "onse<uent &7 the s& abus o++ers a si)ni+icant options component %esi)ne% to enab e stu%ents to specia ise in chosen areas* 6he s& abus pro$i%es a %irect in; 5ith stu%& an% $ocationa path5a&s in the areas o+ recreationa 7 parame%ica 7 mo$ement an% hea th sciences* !e ate% career opportunities are e8pan%in) an% )ainin) reco)nition throu)hout the communit& as e)itimate +ie %s o+ en%ea$our* 6he stu%& o+ '1@'A a so supports stu%ents as the& %e$e op into &oun) a%u ts* 6he s& abus encoura)es persona )ro5th7 the enhancement o+ 5e bein) an% the %e$e opment o+ the in%i$i%ua #s capacit& to ta;e a pro%ucti$e ro e in societ&*
Continuum o! %earning !or PDHPE Stage 6 Students
Stages 13 '1@'A Eears C6
Stages 45 '1@'A Eears 710
Stage 5 '1@'A >eneric Bi+e -;i s "ourse (+or stu%ents 5ith specia e%ucation nee%s(
Stage 6
-ta)e 6 '1@'A Bi+e -;i s "ourse (+or stu%ents 5ith specia e%ucation nee%s( -ta)e 6 '1@'A Eears 1112
&or'place
(niversity
)*E
Other
)im
6he aim o+ '1@'A at -ta)e 6 is to %e$e op in each stu%ent a capacit& to thin; critica & about ;e& issues re ate% to hea th an% ph&sica acti$it& in or%er to ma;e in+orme% %ecisions that support an% contribute to hea th&7 acti$e i+est& es an% communities*
Ob-ectives
6hrou)h the stu%& o+ '1@'A7 stu%ents 5i %e$e op9 $a ues an% attitu%es that promote hea th& an% acti$e i+est& es an% communities ;no5 e%)e an% un%erstan%in) o+ the +actors that a++ect hea th a capacit& to e8ercise in+ uence o$er persona an% communit& hea th outcomes ;no5 e%)e an% un%erstan%in) about the 5a& the bo%& mo$es an abi it& to ta;e action to impro$e participation an% per+ormance in ph&sica acti$it& an abi it& to app & the s;i s o+ critica thin;in)7 research an% ana &sis*
6
6.1
Course Structure
Overvie/ o! Course
6he '1@'A -& abus inc u%es t5o 120 hour courses* 6he 're iminar& course consists o+ t5o core mo%u es representin) 60I o+ course time* An options component representin) 40I o+ course time inc u%es +our options o+ 5hich stu%ents are to stu%& t5o* 6he @-" course consists o+ t5o core mo%u es representin) 60I o+ course time* An options component representin) 40I o+ course time inc u%es +i$e options o+ 5hich stu%ents are to stu%& t5o*
Preliminary Course
Core Strands 0612 total3

HSC Course
Core Strands 0612 total3
,etter @ea th +or ?n%i$i%ua s (30I( 6he ,o%& in Motion (30I(
@ea th 'riorities in Austra ia (30I( Dactors A++ectin) 'er+ormance (30I( Options 0+12 total3
Options 0+12 total3 -e ect t5o o+ the +o o5in) options9

-e ect t5o o+ the +o o5in) options9
Dirst Ai% (20I( "omposition an% 'er+ormance (20I( Ditness "hoices (20I( Out%oor !ecreation (20I(

6he @ea th o+ Eoun) 'eop e (20I( -port an% 'h&sica Acti$it& in Austra ian -ociet& (20I( -ports Me%icine (20I( ?mpro$in) 'er+ormance (20I( A<uit& an% @ea th (20I(
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6." 4odule Structure

Aach mo%u e has a common +ormat7 the +eatures o+ 5hich are %escribe% be o5*
Core or Option Number and Title 6he mo%u e tit e an% the percenta)e o+ course time is in%icate%* Description 6his section pro$i%es a )enera o$er$ie5 an% intro%uction to each mo%u e* ?t intro%uces +ocus <uestions that )i$e an o$era %irection +or critica in<uir& o+ the areas o+ stu%&* Outcomes 6he course outcomes that stu%ents 5or; to5ar%s in the conte8t o+ the mo%u e are iste%*
Students learn about 6his section %etai s the sub:ect matter to be co$ere% in the mo%u e* ?t %escribes 5hat stu%ents earn about* A aspects i%enti+ie% in this section are to be stu%ie%* Docus <uestions in%icate the critica aspects to be stu%ie% an% the associate% sub:ect matter %escribes the scope o+ the in$esti)ation* Teac er note
Students learn to 6his section %escribes 5hat stu%ents earn to %o as a resu t o+ en)a)in) 5ith the sub:ect matter* ?t is e8pecte% that stu%ents 5i ha$e e8perience o+ a aspects i%enti+ie%* 6he& emphasise practica app ications7 research7 critica in<uir& an% mo$ement opportunities*
6his section c ari+ies the %epth o+ co$era)e re<uire% +or particu ar areas o+ stu%&* 6he& a so in%icate aspects o+ the sub:ect matter that re<uire a particu ar emphasis*
Suggested Assessment Strategies 6his section pro$i%es e8amp es o+ assessment strate)ies appropriate +or assessin) the re e$ant s& abus outcomes*
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6.$
5mportant )spects o! Course 4ethodology
6he process o+ critica in<uir& an% the use o+ practica app ication enhance earnin)7 increase re e$ance an% support +urther in%epen%ent in$esti)ation o+ topics* Critical +n,uiry =n%erstan%in) about hea th an% mo$ement is %&namic* "onse<uent &7 stu%ents nee% to <uestion current un%erstan%in)7 e8amine issues +rom a ran)e o+ perspecti$es an% be prepare% to e$a uate be ie+s an% opinions o$er time* ?n or%er to support the process o+ critica in<uir&7 the s& abus speci+ies +ocus <uestions* Do o5in) is a )enera +rame5or; that ma& assist stu%ents to e8p ore these +ocus <uestions* Other speci+ic e8amp es o+ the critica in<uir& process are presente% 5ithin mo%u es in the section Student! -ill learn to as +o o5s9 A8p orin) the ?ssue @o5 important is the issue as percei$e% b& %i++erent )roupsJ ?s the issue a ne5 or emer)in) concernJ Are there ine<uities an% socia :ustice consi%erations associate% 5ith the issueJ 4hat are the +actors that in+ uence the issueJ 4hat action has been ta;en to %ate in re ation to the issueJ 4hat are the ran)e o+ approaches that cou % be a%opte%J Are there simi ar case stu%ies +rom 5hich 5e can earnJ ' annin) +or Action 4hat chan)e %o &ou percei$e as possib eJ @o5 can this chan)e best be put in p aceJ ?s chan)e :usti+ie%J 4hat e++ect mi)ht chan)e ha$e on sta;eho %ersJ 4hat aspects o+ the Otta5a "harter en% themse $es to a%%ressin) this issueJ !e+ ectin) on the ?ssue @o5 %o approaches to this issue stan% up to ethica scrutin&J 4hat is the +uture $ie5 o+ this issueJ @o5 %oes m& un%erstan%in) o+ this issue an% the s;i s in$o $e% in %ea in) 5ith it trans+er to other areas o+ stu%&J @o5 has the in<uir& a++ecte% m& actions7 $a ues an% attitu%esJ 4hat 5as the outcome o+ an& p ans that 5ere imp emente%J
ractical Application Bearnin) becomes meanin)+u 5hen stu%ents ha$e the opportunit& to app & their un%erstan%in) to conte8ts that are persona & re e$ant* -tu%ent#s research an% in$esti)ation shou % +ocus on those issues that are o+ )reatest interest* 4here possib e7 stu%ents shou % app & their earnin) to action in response to oca nee%s*
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'ractica app ication enab es stu%ents to ac<uire ;no5 e%)e7 un%erstan%in)7 $a ues7 attitu%es an% s;i s throu)h e8perientia earnin)* 6his process a so pro$i%es opportunit& +or trans atin) theoretica un%erstan%in) into action* ?n the case o+ ph&sica per+ormances7 the emphasis shou % be on ac<uirin) an% %emonstratin) un%erstan%in)* 4hi e the attainment o+ a hi)h e$e o+ mo$ement s;i is %esirab e7 the +ocus o+ this s& abus is on the capacit& to app & un%erstan%in) about mo$ement an% to ac<uire un%erstan%in) throu)h mo$ement* 4ithin each mo%u e a ran)e o+ practica app ications are pro$i%e% in the K-tu%ents earn to# section7 inc u%in)9 )atherin) re e$ant in+ormation7 5hich ma& in$o $e sur$e&s7 inter$ie5s an% accessin) computer %ata bases con%uctin) practica aboratories to %etermine ph&sio o)ica response to e8ercise an% trainin) presentin) peer coachin) 5or;shops to e8amine s;i ac<uisition processes maintainin) persona :ourna s or %iaries in or%er to monitor pro)ress to5ar%s )oa s or to re+ ect on hea th issues*
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6
6.1
Ob-ectives and Outcomes

able o! Ob-ectives and Outcomes
7alues and )ttitudes Outcomes !or Preliminary and HSC Courses A stu%ent9 L L L L %emonstrates a commitment to socia :ustice throu)h $a uin) %i$ersit&7 e<uit& an% supporti$e en$ironments sho5s responsibi it& an% a 5i in)ness to act +or persona an% communit& hea th sho5s a 5i in)ness to <uestion issues that impact on hea th an% per+ormance $a ues the technica an% aesthetic <ua ities o+ an% participation in ph&sica acti$it& HSC Course Outcomes A stu%ent9 @1 %escribes the nature an% :usti+ies the choice o+ Austra ia#s hea th priorities @2 ana &ses an% e8p ains the hea th status o+ Austra ians in terms o+ current tren%s an% )roups most at ris; @3 ana &ses the %eterminants o+ hea th an% hea th ine<uities @4 ar)ues the case +or hea th promotion base% on the Otta5a "harter @0 e8p ains the %i++erent ro es an% responsibi ities o+ in%i$i%ua s7 communities an% )o$ernments in a%%ressin) Austra ia#s hea th priorities @6 %emonstrates a ran)e o+ persona hea th s;i s that enab es them to promote an% maintain hea th (Option 1(
7alues and )ttitudes Ob-ective A stu%ent %e$e ops9 L $a ues an% attitu%es that promote hea th& acti$e i+est& es an% communities
Ob-ectives A stu%ent %e$e ops9 L ;no5 e%)e an% un%erstan%in) o+ the +actors that a++ect hea th
Preliminary Course Outcomes A stu%ent9 '1 i%enti+ies an% e8amines 5h& in%i$i%ua s )i$e %i++erent meanin)s to hea th '2 e8p ains ho5 a ran)e o+ hea th beha$iours a++ect an in%i$i%ua #s hea th '3 %escribes ho5 an in%i$i%ua #s hea th is %etermine% b& a ran)e o+ +actors '4 e$a uates aspects o+ hea th o$er 5hich in%i$i%ua s can e8ert some contro '0 %escribes +actors that contribute to e++ecti$e hea th promotion
a capacit& to e8ercise in+ uence o$er persona an% communit& hea th outcomes
'6 proposes actions that can impro$e an% maintain an in%i$i%ua #s hea th
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Ob-ectives ;no5 e%)e an% un%erstan%in) about the 5a& the bo%& mo$es
Preliminary Course Outcomes '7 e8p ains ho5 bo%& s&stems in+ uence the 5a& the bo%& mo$es '2 %escribes the components o+ ph&sica +itness an% e8p ains ho5 the& are monitore% '9 %escribes biomechanica +actors that in+ uence the e++icienc& o+ the bo%& in motion
HSC Course Outcomes @7 e8p ains the re ationship bet5een ph&sio o)& an% mo$ement potentia @2 e8p ains ho5 a $ariet& o+ trainin) approaches an% other inter$entions enhance per+ormance an% sa+et& in ph&sica acti$it& @9 e8p ains ho5 mo$ement s;i is ac<uire% an% appraise% @10 %esi)ns an% imp ements trainin) p ans to impro$e per+ormance @11 %esi)ns ps&cho o)ica strate)ies an% nutritiona p ans in response to in%i$i%ua per+ormance nee%s @12 ana &ses the in+ uence o+ sociocu tura +actors on the 5a& peop e participate in an% $a ue ph&sica acti$it& an% sport (Option 2( @13 se ects an% app ies strate)ies +or the mana)ement o+ in:uries an% the promotion o+ sa+et& in sport an% ph&sica acti$it& (Option 3(
an abi it& to ta;e action to impro$e participation an% per+ormance in ph&sica acti$it&
'10 p ans +or participation in ph&sica acti$it& to satis+& a ran)e o+ in%i$i%ua nee%s '11 assesses an% monitors ph&sica +itness e$e s an% ph&sica acti$it& patterns
'12 %emonstrates strate)ies +or the assessment7 mana)ement an% pre$ention o+ in:uries in +irst ai% settin)s (Option 1( '13 %e$e ops7 re+ines an% per+orms mo$ement compositions in or%er to achie$e a speci+ic purpose (Option 2( '14 %emonstrates the technica an% interpersona s;i s necessar& to participate sa+e & in cha en)in) out%oor recreation acti$ities (Option 4(
10
Ob-ectives an abi it& to app & the s;i s o+ critica thin;in)7 research an% ana &sis
Preliminary Course Outcomes '10 +orms opinions about hea thFpromotin) actions base% on a critica e8amination o+ re e$ant in+ormation '16 uses a ran)e o+ sources to %ra5 conc usions about hea th an% ph&sica acti$it& concepts '17 ana &ses +actors in+ uencin) mo$ement an% patterns o+ participation
HSC Course Outcomes @14 ar)ues the bene+its o+ hea thFpromotin) actions an% choices that promote socia :ustice @10 critica & ana &ses ;e& issues a++ectin) the hea th o+ Austra ians an% proposes 5a&s o+ 5or;in) to5ar%s better hea th +or a @16 %e$ises metho%s o+ )atherin)7 interpretin) an% communicatin) in+ormation about hea th an% ph&sica acti$it& concepts @17 se ects appropriate options an% +ormu ates strate)ies base% on a critica ana &sis o+ the +actors that a++ect per+ormance an% sa+e participation
16
6."
8ey Competencies
'1@'A -ta)e 6 pro$i%es a conte8t 5ithin 5hich to %e$e op )enera competencies consi%ere% essentia +or the ac<uisition o+ e++ecti$e7 hi)her or%er thin;in) s;i s necessar& +or +urther e%ucation7 5or; an% pro%ucti$e +unctionin) in %ai & i+e* 6he +o o5in) ;e& competencies are embe%%e% in the "& ' Stage 6 Sylla(u! to enhance stu%ent earnin)* Collecting! anal"sing and organising in#ormation$ this is %e$e ope% throu)h the s& abus emphasis on critica thin;in) an% research* -tu%ents research a ran)e o+ in+ormation sources7 %iscernin) their re e$ance to particu ar '1@'A issues* -;i s o+ ana &sis are app ie% to e8p ainin) the 5a&s the bo%& mo$es7 interpretin) a ran)e o+ %ata an% monitorin) the e++ecti$eness o+ hea th po icies an% pro)rams* Communicating ideas and in#ormation$ this competenc& is %e$e ope% in a aspects o+ the s& abus* -tu%ents %e$e op the capacit& to se ect appropriate means to communicate re e$ant un%erstan%in)s* 6his inc u%es the %emonstration o+ un%erstan%in)s an% i%eas throu)h mo$ement* %lanning and organising acti&ities$ this is %e$e ope% in conte8ts such as settin) )oa s +or impro$e% persona hea th7 strate)ic p annin) +or sa+e out%oor recreation7 pre$enti$e hea th action7 or)anisin) trainin) pro)rams an% %esi)nin) hea th promotion strate)ies* 'or(ing )it ot ers and in teams$ there are si)ni+icant opportunities +or stu%ents to 5or; cooperati$e & an% a%opt ea%ership ro es in the conte8t o+ this s& abus* 6his competenc& is embe%%e% in the mo%u es "omposition an% 'er+ormance an% Out%oor !ecreation* Other mo%u es inte)rate coachin) e8periences that +urther %e$e op the capacit& to 5or; 5ith others* *sing mat ematical ideas and tec ni+ues$ stu%ents %e$e op basic mathematica concepts in the interpretation o+ tren% %ata re ate% to epi%emio o)&* 6his is +urther %e$e ope% throu)h measurin) ph&sica +itness an% e8aminin) the ph&sio o)& o+ the bo%&* As stu%ents appraise mo$ement the& are a so re<uire% to use mathematics in ana &sin) <uantitati$e measures o+ per+ormance* *sing tec nolog"$ research an% in$esti)ation in this s& abus in$o $es usin) appropriate in+ormation techno o)ies* -tu%ents a so e8amine techno o)ies re ate% to trainin)7 sports me%icine7 the enhancement o+ per+ormance an% the hea th o+ Austra ians* Sol&ing problems: the stu%& o+ contemporar& hea th an% ph&sica acti$it& issues presents stu%ents 5ith a ran)e o+ cha en)in) prob ems* 6he s& abus re<uires stu%ents to e8amine options an% consi%er ethica %imensions 5hen proposin) so utions to these prob ems*
17
9
9.1
Content: PDHPE Stage 6 Preliminary Course

Preliminary Core 1: :etter Health !or 5ndividuals
Thi! $odule !hould occupy appro.i$ately 30/ o0 total cour!e ti$e1 4odule Description 6his compu sor& mo%u e e8amines the meanin)s o+ hea th7 the perceptions in%i$i%ua s ha$e about hea th an% the ran)e o+ +actors an% beha$iours that in+ uence hea th* -tu%ents are intro%uce% to hea th promotion an% in$esti)ate approaches an% strate)ies that can assist in%i$i%ua s to achie$e better hea th* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 4hat %oes hea th mean to in%i$i%ua sJ 4hat in+ uences the hea th o+ in%i$i%ua sJ 4hat strate)ies he p promote the hea th o+ in%i$i%ua sJ
A+ter stu%&in) this mo%u e7 stu%ents 5i un%erstan% an% $a ue ho5 a 5i%e ran)e o+ +actors interact to support an in%i$i%ua to achie$e better hea th* 6his un%erstan%in) is +urther %e$e ope% in the @-" core mo%u e7 @ea th 'riorities in Austra ia* Outcomes A stu%ent9 '1 i%enti+ies an% e8amines 5h& in%i$i%ua s )i$e %i++erent meanin)s to hea th '2 e8p ains ho5 a ran)e o+ hea th beha$iours a++ect an in%i$i%ua #s hea th '3 %escribes ho5 an in%i$i%ua #s hea th is %etermine% b& a ran)e o+ +actors '4 e$a uates aspects o+ hea th o$er 5hich in%i$i%ua s can e8ert some contro '0 %escribes +actors that contribute to e++ecti$e hea th promotion '6 proposes actions that can impro$e an% maintain an in%i$i%ua #s hea th '10 +orms opinions about hea thFpromotin) actions base% on a critica e8amination o+ re e$ant in+ormation '16 uses a ran)e o+ sources to %ra5 conc usions about hea th an% ph&sica acti$it& concepts*
12
&hat does health mean to individuals;

-tu%ents earn about9 -tu%ents earn to9
meanin)s o+ hea th %e+initions o+ hea th %imensions o+ hea th re ati$e an% %&namic nature o+ hea th
e8amine the %&namic nature o+ hea th b& e8p orin)9 the interactions bet5een the %imensions the concept o+ )oo% hea th
the hea th continuum ho5 hea th chan)es o$er time ho5 an in%i$i%ua #s
circumstances a++ect their hea th
perceptions o+ hea th perceptions o+ their hea th perceptions o+ the hea th o+ others e) parents7 the e %er &7 the home ess imp ications o+ %i++erent perceptions o+ hea th perceptions o+ hea th as socia constructs impact o+ the me%ia7 peers an% +ami &
e8amine perceptions o+ hea th b& e8p orin) <uestions such as9 ho5 hea th& am ?J @o5 hea th& %o other peop e thin; ? amJ ho5 hea th& %o ? thin; other peop e areJ 5h& 5ou % m& perceptions o+ hea th be simi ar or %i++erent to othersJ ho5 mi)ht an in%i$i%ua #s perception o+ hea th a++ect their beha$iour an% 5e bein)J %etermine the %e)ree to 5hich perceptions o+ hea th are socia & constructe%
eacher <ote9 4hen stu%&in) this core7 emphasis shou % be on %ra5in) +rom rea istic conte8ts re e$ant to stu%ents* 6hese inc u%e +oo% habits7 bo%& ima)e7 ph&sica acti$it&7 %ru) use7 menta hea th7 se8ua hea th an% roa% sa+et&*
hea th beha$iours o+ &oun) peop e the positi$e hea th status o+ &oun) peop e protecti$e beha$iours an% ris; beha$iours
e8p ore current research an% in+ormation to9 i%enti+& the pre$a ence o+ an% tren%s in the hea th beha$iours o+ &oun) peop e cha en)e the accurac& o+ societa perceptions o+ the hea th beha$iours o+ &oun) peop e i%enti+& protecti$e an% ris; beha$iours +or hea th issues re e$ant to &oun) peop e an% pre%ict ho5 ris; %ecreases or increases 5hen mu tip e +actors interact
19
&hat in!luences the health o! individuals;

the %eterminants o+ hea th in%i$i%ua +actors7 e) ;no5 e%)e an% s;i s7 attitu%es7 )enetics sociocu tura +actors7 e) +ami &7 peers7 me%ia7 re i)ion7 cu ture socioeconomic +actors7 e) emp o&ment7 e%ucation7 income en$ironmenta +actors7 e) )eo)raphica ocation7 access to hea th ser$ices an% techno o)& the %e)ree o+ contro in%i$i%ua s can e8ert o$er their hea th mo%i+iab e an% nonFmo%i+iab e hea th %eterminants the chan)in) in+ uence o+ %eterminants throu)h %i++erent i+e sta)es
ana &se ho5 an in%i$i%ua #s hea th can be %etermine% b& a ran)e o+ +actors actin) in $arious combinations
assess the %e)ree o+ contro in%i$i%ua s ha$e o$er their hea th7 b& e8p orin) <uestions such as9 ho5 much contro %o in%i$i%ua s ha$e o$er the %eterminantsJ 5hat can in%i$i%ua s %o to mo%i+& the %eterminants the& ha$e itt e contro o$erJ ho5 %oes the e$e o+ in+ uence o+ the %eterminants chan)e o$er timeJ in$esti)ate ho5 the %eterminants o+ hea th e8p ain 5h& some in%i$i%ua s an% )roups ha$e better or 5orse hea th than others*
hea th as a socia construct
reco)nises the interre ationship o+

%eterminants cha en)es the notion that hea th is so e & an in%i$i%ua #s responsibi it&*
&hat strategies help to promote the health o! individuals;

5hat is hea th promotion responsibi it& +or hea th promotion
in%i$i%ua s communit& )roups.schoo s nonF)o$ernment or)anisations )o$ernment internationa or)anisations7 e) 4@O7 =nite% Nations
%escribe the $arious hea th promotion ro es an% responsibi ities a%opte% b& in%i$i%ua s7 )roups an% )o$ernments
20
hea th promotion approaches an% strate)ies i+est& e.beha$ioura approaches7 e) <uit smo;in) pro)rams7 hea th e%ucation pre$entati$e me%ica approaches7 e) chi %hoo% immunisation7 cancer screenin) pub ic hea th approaches7 e) hea thFpromotin) schoo s an% 5or;p aces the Otta5a "harter as an e++ecti$e hea th promotion +rame5or; %e$e opin) persona s;i s creatin) supporti$e en$ironments stren)thenin) communit& action reorientin) hea th ser$ices bui %in) hea th& pub ic po ic&
%etermine the e++ecti$eness o+ a ran)e o+ hea th promotion strate)ies re e$ant to &oun) peop e7 e) )o$ernment inter$entions re atin) to a coho consumption an% &oun) %ri$ers propose other actions that ma& impro$e the hea th o+ &oun) peop e
%escribe the historica si)ni+icance o+ the Otta5a "harter +or @ea th 'romotion e8p ain ho5 hea th promotion base% on the action areas o+ the Otta5a "harter ha$e contribute% to positi$e hea th outcomes* Dor e8amp e9 re%uction in roa% in:uries re%uction in tobacco use i%enti+& strate)ies 5here the princip es o+ socia :ustice ha$e been app ie% to promote the hea th o+ in%i$i%ua s*
princip es o+ socia :ustice e<uit& %i$ersit& supporti$e en$ironments*
Suggested teaching and learning strategies >i$en a case stu%& o+ an in%i$i%ua 7 ana &se the +actors that in+ uence the in%i$i%ua #s hea th beha$iours* >i$e e8amp es +rom the +i$e action areas o+ the Otta5a "harter to i ustrate 5hat strate)ies cou % be imp emente% to promote their hea th* !espon% to this s o)an9 K>oo% hea th is &our responsibi it&* Act no5M# 1oes it pro$i%e the best e8p anation +or ho5 hea th is %etermine%J
21
9."
Preliminary Core ": he :ody in 4otion
Thi! $odule !hould occupy appro.i$ately 30/ o0 total cour!e ti$e1 4odule Description 6his compu sor& mo%u e e8amines the scienti+ic +oun%ations o+ human mo$ement* ?n this mo%u e7 stu%ents e8p ore ho5 the bo%& mo$es an% 5h& it mo$es in particu ar 5a&s* -tu%ents +ocus on the re ationships bet5een anatom&7 ph&sio o)&7 +itness7 biomechanics an% e++icient human mo$ement* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 @o5 %o the muscu os;e eta an% car%iorespirator& s&stems o+ the bo%& in+ uence an% respon% to mo$ementJ 4hat is the re ationship bet5een ph&sica +itness7 trainin) an% mo$ement e++icienc&J @o5 %o biomechanica princip es in+ uence mo$ementJ
6his mo%u e +orms a basis +or a more %etai e% stu%& o+ ph&sio o)& an% impro$in) per+ormance in the @-" course* Outcomes A stu%ent9 '7 e8p ains ho5 bo%& s&stems in+ uence the 5a& the bo%& mo$es '2 %escribes the components o+ ph&sica +itness an% e8p ains ho5 the& are monitore% '9 %escribes biomechanica +actors that in+ uence the e++icienc& o+ the bo%& in motion '10 p ans +or participation in ph&sica acti$it& to satis+& a ran)e o+ in%i$i%ua nee%s '11 assesses an% monitors ph&sica +itness e$e s an% ph&sica acti$it& patterns '16 uses a ran)e o+ sources to %ra5 conc usions about hea th an% ph&sica acti$it& concepts '17 ana &ses +actors in+ uencin) mo$ement an% patterns o+ participation*
22
Ho/ do the musculos'eletal and cardiorespiratory systems o! the body in!luence and respond to movement;
s;e eta s&stem ma:or bones in$o $e% in mo$ement structure an% +unction o+ s&no$ia :oints :oint actions7 e) e8tension an% + e8ion muscu ar s&stem ma:or musc es in$o $e% in mo$ement musc e re ationship (a)onist7 anta)onist( t&pes o+ musc e contraction (concentric7 eccentric7 isometric(
i%enti+& the ocation an% t&pe o+ ma:or bones in$o $e% in mo$ement7 e) on) bones articu ate at hin)e :oints +or + e8ion an% e8tension i%enti+& the ocation o+ the ma:or musc es in$o $e% in mo$ement an% re ate% :oint actions per+orm an% ana &se mo$ements7 e) o$erarm thro57 b& e8aminin)9 bones in$o $e% an% the :oint action musc es in$o $e% an% the t&pe o+ contraction ana &se the $arious aspects o+ un) +unction throu)h participation in a ran)e o+ ph&sica acti$ities
respirator& s&stem structure an% +unction un) +unction (inspiration7 e8piration( e8chan)e o+ )ases (interna 7 e8terna ( circu ator& s&stem components o+ b oo% structure an% +unction o+ the heart7 arteries7 $eins7 capi aries pu monar& an% s&stemic circu ation b oo% pressure*
ana &se the mo$ement o+ b oo% throu)h the bo%& an% the in+ uence o+ the circu ator& an% respirator& s&stems on mo$ement e++icienc& an% per+ormance*
&hat is the relationship bet/een physical !itness, training and movement e!!iciency;
hea thFre ate% components o+ ph&sica +itness car%iorespirator& en%urance muscu ar stren)th muscu ar en%urance + e8ibi it& bo%& composition s;i Fre ate% components o+ ph&sica +itness po5er spee% a)i it& coor%ination
ana &se the re ationship bet5een ph&sica +itness an% mo$ement e++icienc&* -tu%ents shou % consi%er the <uestion Kto 5hat %e)ree is +itness a pre%ictor o+ per+ormanceJ#
measure an% ana &se a ran)e o+ both hea thFre ate% an% s;i Fre ate% components o+ ph&sica +itness thin; critica & about the purpose an% bene+its o+ testin) ph&sica +itness
23
ba ance reaction time
aerobic an% anaerobic trainin)

D?66 princip e
%esi)n an aerobic trainin) session base% on the D?66 princip e compare the re ati$e importance o+ aerobic an% anaerobic trainin) +or %i++erent sports7 e) )&mnastics $ersus soccer e8amine the reasons +or the chan)in) patterns o+ respiration an% heart rate %urin) an% a+ter subma8ima ph&sica acti$it&*
imme%iate ph&sio o)ica responses to trainin) heart rate $enti ation rate stro;e $o ume car%iac output actate e$e s*
Ho/ do biomechanical principles in!luence movement;

eacher <ote: 6hese se ecte% areas o+ biomechanics shou % be stu%ie% throu)h practica 5or;shops an% nee% on & be %ea t 5ith in su++icient %etai to un%erstan% their in; to +un%amenta mo$ement7 e) 5h& %o &ou ean +or5ar% to acce erateJ -tu%ents earn about9 -tu%ents earn to9
motion the app ication o+ inear motion7 $e ocit&7 spee%7 acce eration7 momentum in mo$ement an% per+ormance conte8ts ba ance an% stabi it& centre o+ )ra$it& ine o+ )ra$it& base o+ support + ui% mechanics + otation7 centre o+ buo&anc& + ui% resistance
app & princip es o+ motion to enhance per+ormance throu)h participation in practica 5or;shops
app & princip es o+ ba ance an% stabi it& to enhance per+ormance throu)h participation in practica 5or;shops app & princip es o+ + ui% mechanics to enhance per+ormance throu)h participation in practica 5or;shops %escribe ho5 princip es o+ + ui% mechanics ha$e in+ uence% chan)es in mo$ement an% per+ormance7 e) techni<ue mo%i+ication7 c othin).suits7 e<uipment.apparatus app & princip es o+ +orce to enhance per+ormance throu)h participation in practica 5or;shops*
+orce ho5 the bo%& app ies +orce ho5 the bo%& absorbs +orce app &in) +orce to an ob:ect*
24
20
Suggested teaching and learning strategies With a group of students conduct a number of different fitness tests designed to measure the same element of physical fitness. Prepare a report on the results of each group member and discuss any variations in results across the tests. Analyse a range of movements or performances to identify how biomechanical principles influence technique, eg multimedia analysis.
26
9.$ Preliminary Option 1: *irst )id

Thi! $odule !hould occupy appro.i$ately 20/ o0 total cour!e ti$e1 4odule Description 6his option mo%u e a%%resses the nee% +or a 5e Frehearse%7 estab ishe% routine in the %e i$er& o+ +irst ai%* ?n this mo%u e7 stu%ents en)a)e in the in$esti)ation an% practica app ication o+ the ma:or assessment an% mana)ement techni<ues +or the t&pes o+ in:ur& an% me%ica con%itions that re<uire +irst ai% attention* 6he& e8p ore the cause an% s&mptoms o+ these main in:uries an% me%ica con%itions* -tu%ents a so e8p ore the ethica ar)uments associate% 5ith the %e i$er& o+ +irst ai%* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 4hat are the main priorities +or assessment an% mana)ement o+ +irst ai% patientsJ @o5 shou % the ma:or t&pes o+ in:uries an% me%ica con%itions be mana)e% in +irst ai% situationsJ 4hat %oes the in%i$i%ua nee% to consi%er in a%ministerin) +irst ai%J
6his mo%u e prepares stu%ents +or un%erta;in) a positi$e +irst ai% ro e %esirab e in man& settin)s7 inc u%in) the 5or;p ace* ?t is possib e that this mo%u e can be %e i$ere% in such a 5a& that those stu%ents 5ishin) to )ain an accre%ite% +irst ai% certi+icate are ab e to %o so* -tu%ents ha$e the opportunit& to +urther %e$e op re ate% s;i s in the @-" option mo%u e -ports Me%icine* Outcomes A stu%ent9 '6 proposes actions that can impro$e an% maintain an in%i$i%ua #s hea th '12 %emonstrates strate)ies +or the assessment7 mana)ement an% pre$ention o+ in:uries in +irst ai% settin)s '10 +orms opinions about hea thFpromotin) actions base% on a critica e8amination o+ re e$ant in+ormation '16 uses a ran)e o+ sources to %ra5 conc usions about hea th an% ph&sica acti$it& concepts*
27
&hat are the main priorities !or assessment and management o! !irst aid patients;
-tu%ents earn about9 settin) priorities +or mana)in) a +irst ai% situation an% assessin) the casua t& situationa ana &sis priorit& assessment proce%ures 1!-A,"1 (1an)er7 !esponse7 -en% +or he p7 Air5a&7 ,reathin)7 "'!7 1e+ibri ation( -6O' (-top7 6a ;7 Obser$e7 're$ent +urther in:ur&( crisis mana)ement car%iopu monar& resuscitation ("'!( b ee%in) shoc; nec; an% spina in:ur& mo$in) the casua t& me%ica re+erra care o+ the unconscious casua t&* -tu%ents earn to9 p an an% con%uct appropriate assessment an% mana)ement proce%ures in response to a ran)e o+ +irst ai% scenarios
%emonstrate "'! proce%ures usin) a mani;in use sa+e proce%ures 5hen mo$in) a casua t&*
eacher <ote: -tu%ents re<uire a )enera un%erstan%in) o+ the anatomica an% ph&sio o)ica bases +or their actions in assessment an% crisis mana)ement scenarios7 e) the e++ect o+ shoc; on circu ation7 the reason +or hea% ti t to open the air5a&7 the point at 5hich me%ica re+erra is re<uire%*
Ho/ should the ma-or types o! in-uries and medical conditions be managed in !irst aid situations;
mana)ement o+ in:uries cuts and lacerations +ractures %is ocations hea% in:uries an% concussion e&e in:uries nasa in:uries burn in:uries teeth in:uries e ectrocution chest in:uries ab%omina in:uries mana)ement o+ me%ica con%itions heart attac; stro;e diabetes epilepsy asthma anaph& a8es
i%enti+& si)ns an% s&mptoms7 an% primar& mana)ement +or each in:ur& an% me%ica con%ition app & ban%a)es7 s in)s an% sp ints appropriate & in the treatment o+ particu ar in:uries
e8p ain the nature o+ the i%enti+ie% me%ica con%itions*
22
poisonin) bites an% stin)s e8posure to heat an% co %*
&hat does the individual need to consider in administering !irst aid;

ph&sica en$ironment tra++ic acci%ents 5ater en$ironment e ectricit& in+ection contro an% protection @?/.A?1 b oo%Fborne $iruses (@epatitis , an% "( e)a an% mora %i emmas e)a imp ications7 e) Occupationa @ea th an% -a+et& e)is ation7 iti)ation mora ob i)ations7 e) %ut& o+ care7 responsib e citiHenship commonsense $ersus heroics support +o o5in) +irst ai% situations %ebrie+in) counse in)*
ana &se the particu ar sa+et& issues associate% 5ith each ph&sica en$ironment an% +ormu ate speci+ic se +F protecti$e strate)ies that shou % be obser$e% describe the procedures to be taken to reduce risk of contact with body fluids and in the event of contact with body fluids in first aid settings %ebate the e)a an% mora %i emmas associate% 5ith pro$i%in) +irst ai% %istin)uish bet5een a mana)eab e +irst ai% situation an% an emer)enc& situation
i%enti+& a$ai ab e sources o+ support +or those in$o $e% in the %e i$er& o+ emer)enc& +irst ai%*
Suggested )ssessment Strategies 1emonstrate usin) a mani;in the proce%ure +or assessment o+ an unconscious patient7 inc u%in) the app ication o+ "'!* "on%uct a sa+et& au%it o+ a +ami iar settin) an% recommen% pre$entati$e strate)ies to be put in p ace as necessar&* 'repare a presentation on the nature o+ a particu ar me%ica con%ition an% its +irst ai% treatment*
29
9.+ Preliminary Option ": Composition and Per!ormance

Thi! $odule !hould occupy appro.i$ately 20/ o0 total cour!e ti$e1 4odule Description 6his option mo%u e is concerne% 5ith the 5a& that mo$ement is compose% an% per+orme%* -tu%ents e8p ore the e ements o+ composition an% app & them to mo$ement s;i s in a me%ium o+ their choice* 6his process 5i ea% to stu%ents per+ormin) a )&mnastic se<uence7 %ance7 aerobics routine or )ames strate)ies* -tu%ents a so %e$e op appropriate 5a&s o+ appraisin) per+ormance an% use the resu tin) +ee%bac; to re+ine their compositions* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 @o5 %o the e ements o+ composition app & to %i++erent mo$ement me%iumsJ @o5 are the e ements use% to compose mo$ementJ 4hat is the ro e o+ appraisa in the process o+ composin) an% per+ormin)J
?n this mo%u e7 it is assume% that stu%ents# compositions 5i bui % on e8istin) s;i s in the se ecte% me%ium* ?t ma& be necessar&7 ho5e$er7 to +urther %e$e op these s;i s an% a%% ne5 s;i s to their mo$ement repertoire in or%er to ma8imise per+ormance potentia * Outcomes A stu%ent9 '13 %e$e ops7 re+ines an% per+orms mo$ement compositions in or%er to achie$e a speci+ic purpose '16 uses a ran)e o+ sources to %ra5 conc usions about hea th an% ph&sica acti$it& concepts '17 ana &ses +actors in+ uencin) mo$ement an% patterns o+ participation*
30
Ho/ do the elements o! composition apply to di!!erent movement mediums;

eacher <ote: ?t is su))este% that a ran)e o+ me%iums are e8p ore% 5hen intro%ucin) the e ements o+ composition* ?n this 5a&7 stu%ents 5i be ab e to appreciate the commona ities an% uni<ue +eatures o+ each me%ium* -tu%ents earn about9 -tu%ents earn to9
space %irection7 e) si%e5a&s7 %ia)ona 7 up7 %o5n7 aroun%7 Hi) Ha) e$e 7 e) hi)h7 me%ium7 o5 %imensions7 e) shrin;in)7 e8pan%in)7 +ie % an% court siHe patterns an% +ormations7 e) re)u ar $ersus irre)u ar7 circ es7 ines7 s<uares7 o++ensi$e an% %e+ensi$e patterns %&namics +orce7 e) stron)7 5ea;7 e8p osi$e7 :er;& + o57 e) boun%7 +ree time an% rh&thm musica app ications7 e) beat7 tempo7 accent %uration momentum se +Fpace% $ersus e8terna & pace% timin) re ationships other peop e7 e) au%ience7 per+ormers7 opponents7 team members7 partners apparatus an% e<uipment team +ormations7 positiona p a&7 partner 5or;*
use variations of spatial elements in a range of movement contexts, eg performance space in dance and gymnastics ways of creating and reducing space in games situations simple aerobic routines by varying direction and formation i%enti+& ho5 chan)in) %&namics can achie$e speci+ic purposes7 e) communication o+ i%eas in$esti)ate ho5 rh&thm an% timin) re ate to %i++erent mo$ement me%iums7 e) )o + s5in)7 runnin) tempo7 )&mnastics %istin)uish bet5een the e++ects o+ se +Fpace% an% e8terna & pace% acti$it& +or composition o+ mo$ement per+orm se ecte% mo$ement s;i s in unison an% in contrast to others ana &se the purpose o+ $arious )roup +ormations7 e) )ames +ormations7 transitions in a %ance se<uence*
Ho/ are the elements used to compose movement;

eacher <ote: ?n this section7 stu%ents are to specia ise in a se ecte% me%ium in or%er to %e$e op an% per+orm a mo$ement composition* ?n their composition the& app & those e ements that ha$e re e$ance to their me%ium* -tu%ents earn about9 -tu%ents earn to9
the process o+ creatin) mo$ement %e+inin) the purpose or moti$atin) +actors )eneratin) mo$ement re e$ant to the purpose
%istin)uish those e ements o+ composition an% mo$ement s;i s that re ate to the purpose o+ their se ecte% me%ium
31
e8p orin) $ariations impro$isin)
e8ten% their mo$ement repertoire throu)h impro$isation e8p ore 5a&s o+ in;in) mo$ement bet5een phases o+ a per+ormance7 e) mo$in) on an% o++ sta)e7 turnin) %e+ensi$e +ormation into attac;in) +ormation7 mo$in) +rom a ba ance to prepare +or a tumb in) run e8periment 5ith the e++ects that $ariations in mo$ement an% e ements ha$e on the per+ormance %esi)n an% per+orm an in%i$i%ua or )roup per+ormance in a se ecte% me%ium*
the process o+ combinin) an% arran)in) mo$ement the ru es an% con$entions o+ the me%ium se<uencin) transitions repetition $ariation*
&hat is the role o! appraisal in the process o! composing and per!orming;

5a&s o+ appraisin) (obser$in)7 ana &sin)7 e8periencin)( aspects +or appraisa e ements o+ composition creati$it& an% inno$ation arran)ement o+ mo$ement achie$ement o+ purpose estab ishin) an% app &in) criteria*
appreciate me%iums +rom an aesthetic an% artistic perspecti$e %esi)n criteria that re+ ect each o+ the aspects o+ appraisa an% app & them to a per+ormance use appraisa +ee%bac; to i%enti+& areas +or mo%i+ication*
Suggested teaching and learning strategies 1esi)n a set o+ criteria +or appraisin) the per+ormance* Obser$e a ran)e o+ per+ormances on $i%eo an% i%enti+& ho5 the e ements o+ composition ha$e been app ie%* =se compositiona s;i s to so $e a ran)e o+ mo$ement prob ems in a se ecte% me%ium* 1e$e op an impro$isation to chan)e the nature o+ a set routine*
32
9.,
Preliminary Option $: *itness Choices
Thi! $odule !hould occupy appro.i$ately 20/ o0 total cour!e ti$e1 4odule Description 6his option mo%u e e8amines the e8ercise options that are a$ai ab e to meet the $ar&in) +itness nee%s o+ in%i$i%ua s* ?n this mo%u e7 stu%ents in$esti)ate 5hat e8ercise means to %i++erent peop e an% the +actors that in+ uence e8ercise choices* As a ma:or +ocus o+ this mo%u e7 stu%ents e8perience a ran)e o+ e8ercise options an% e$a uate the abi it& o+ each to meet in%i$i%ua +itness nee%s* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 4hat %oes e8ercise mean to %i++erent peop eJ 4hat are the 5a&s peop e choose to e8ercise +or +itnessJ 4hat in+ uences peop e#s choice o+ +itness acti$itiesJ
6his mo%u e enab es stu%ents to re+ ect on their persona e8ercise nee%s an% pre+erences an% ma;e in+orme% consumer %ecisions about e8ercise options that a%%ress these nee%s* Outcomes A stu%ent9 '0 %escribes +actors that contribute to e++ecti$e hea th promotion '6 proposes actions that can impro$e an% maintain an in%i$i%ua #s hea th '10 p ans +or participation in ph&sica acti$it& to satis+& a ran)e o+ in%i$i%ua nee%s '10 +orms opinions about hea thFpromotin) actions base% on a critica e8amination o+ re e$ant in+ormation '16 uses a ran)e o+ sources to %ra5 conc usions about hea th an% ph&sica acti$it& concepts '17 ana &ses +actors in+ uencin) mo$ement an% patterns o+ participation*
33
&hat does e=ercise mean to di!!erent people;

meanin)s o+ e8ercise e8ercise as a +orm o+ ph&sica acti$it& e8ercise an% its re ationship to +itness
critica & e8amine <uestions such as9 to 5hat e8tent shou % e8ercise be a part o+ i+est& eJ 5hat %oes it mean to be +itJ ana &se a ran)e o+ opinions about the $a ue that peop e p ace on +itness*
the $a ue that peop e p ace on e8ercise an% +itness chan)in) attitu%es to +itness +itness as a commo%it&*
&hat are the /ays people choose to e=ercise !or !itness;

eacher <ote: ?n this section7 stu%ents shou % be pro$i%e% 5ith opportunities to ma8imise their participation in a $ariet& o+ +itness acti$ities an% re+ ect on their $a ue* -tu%ents %o not re<uire a %etai e% ;no5 e%)e o+ ho5 to %esi)n $arious +itness acti$ities7 e) aerobics* ?t is not essentia that these opportunities be pro$i%e% in specia ise% +aci ities* 6he +ocus ma& be on those acti$ities 5hich can be pro$i%e% 5ithin the schoo * -tu%ents earn about9 -tu%ents earn to9
in%i$i%ua +itness acti$ities7 e) po5er 5a ;in).runnin) s5immin) c&c in) 5ei)ht trainin) pro)rams tai chi pi ates.&o)a emer)in) in%i$i%ua +itness acti$ities )roup +itness acti$ities7 e) aerobics.a<uarobics pump.step.spin c asses circuit trainin) team )ames e8ercise +or speci+ic )roups7 e) e8ercise +or pre)nanc&7 chi %ren7 +itness7 )ent e e8ercise +or the a)e% emer)in) )roup +itness acti$ities
e$a uate the ran)e an% $ariet& o+ +itness acti$ities a$ai ab e participate competent & an% sa+e & in a ran)e o+ +itness acti$ities
compare a $ariet& o+ +orms o+ +itness acti$ities b& in$esti)atin)9 the bene+its o+ this +itness acti$it& 5here the +itness acti$it& is a$ai ab e 5ho 5ou % be attracte% to this acti$it& cost in$o $e% time commitment re<uire% sources +or +urther in+ormation persona re+ ections on participation
34
&hat in!luences people>s choice o! !itness activities;

settings for exercise exercise at home, eg home gyms community facilities fitness centres and personal trainers exercise clubs, eg running, walking, cycling cultural groups
evaluate the appropriateness of fitness activities to them by investigating: does this fitness activity suit my fitness needs? could I continue to participate in this fitness activity? Why? Why not? are other fitness activities more suitable for me? ana &se a%$ertisements +or +itness an% e8ercise ser$ices b& in$esti)atin)9 5ho is the a%$ertisement tar)etin)J 5hat %oes the a%$ertisement o++erJ 5hat are the bene+its o+ the ser$iceJ are the c aims be ie$ab eJ %escribe their o5n e8ercise pre+erences b& consi%erin)9 their moti$ation +or e8ercisin) the in+ uences actin) on their choice o+ e8ercise +or +itness their +ee in)s about estab ishin) a trainin) partner barriers that the& nee% to o$ercome*
a%$ertisin) an% promotion ho5 %o &ou ;no5 5ho to be ie$eJ promotiona techni<ues7 e) %irect mar;etin)7 imite% o++er memberships accurac& o+ in+ormation ethics o+ a%$ertisin)
moti$ators an% barriers to participation access to +aci ities con$enience o+ use cost +ee in)s about +itness an% e8ercise e8ercise as a priorit& in+ uence o+ other responsibi ities7 e) +ami &7 5or;
Suggested teaching and learning strategies 'repare ora an% 5ritten presentations that9 ana &se an e8ercise option7 e) aerobics7 po5er 5a ;in) e8amine the e8ercise options a$ai ab e in the oca area* Maintain a re+ ecti$e :ourna base% on participation in a $ariet& o+ +itness acti$ities* Journa entries cou % re+ ect on9 en:o&ment )aine% +rom the acti$it& accessibi it& to the acti$it& to continue participation bene+its to be )aine% +rom continue% participation in the acti$it&* ?nter$ie5 a ran)e o+ peop e about9
30
their moti$ations +or e8ercisin) the barriers that pre$ent them +rom e8ercisin)*
9.6
Preliminary Option +: Outdoor #ecreation
Thi! $odule !hould occupy appro.i$ately 20/ o0 total cour!e ti$e1 4odule Description 6his option mo%u e +ocuses on the %e$e opment o+ s;i s7 un%erstan%in) an% attitu%es necessar& +or sa+e participation in out%oor recreation acti$ities* -tu%ents un%erta;e practica earnin) e8periences in or%er to %e$e op technica s;i s o+ campcra+t7 na$i)ation an% sur$i$a action* 6he& ana &se the interpersona aspects that enhance the e++ecti$eness o+ )roups in out%oor recreation settin)s* -tu%ents a so thin; critica & about the bene+its o+ out%oor recreation an% issues such as conser$ation an% mana)in) ris;* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 4hat is the $a ue o+ out%oor recreationJ 4hat are the technica s;i s an% un%erstan%in) nee%e% +or sa+e participation in out%oor recreationJ 4hat impact %oes )roup %&namics ha$e on the out%oor e8perienceJ
6he stu%& o+ this mo%u e pro$i%es stu%ents 5ith the opportunit& to %e$e op ea%ership s;i s an% the abi it& to 5or; in teams* 6he combination o+ en)a)in) 5ith the en$ironment an% the cha en)es it presents o++ers a uni<ue persona %e$e opment e8perience* Outcomes A stu%ent9 '6 proposes actions that can impro$e an% maintain an in%i$i%ua #s hea th '10 %e$e ops p ans +or participation in ph&sica acti$it& to satis+& a ran)e o+ in%i$i%ua nee%s '14 %emonstrates the technica an% interpersona s;i s necessar& to participate sa+e & in cha en)in) out%oor recreation acti$ities '16 uses a ran)e o+ sources to %ra5 conc usions about hea th an% ph&sica acti$it& concepts '17 ana &ses +actors in+ uencin) mo$ement an% patterns o+ participation*
36
&hat is the value o! outdoor recreation;

reasons +or participation in out%oor recreation stress mana)ement.re a8ation en:o&ment7 cha en)e an% e8citement socia interaction appreciation o+ the en$ironment hea th an% +itness*
reco)nise the ph&sica 7 socia 7 inte ectua 7 spiritua an% emotiona outcomes that ma& resu t +rom participation in out%oor recreation*
&hat are the technical s'ills and understanding needed !or sa!e participation in outdoor recreation;
p annin) s;i s en$ironment p annin)7 e) 5eather7 $enue emer)enc& mana)ement p annin).ris; assessment7 e) escape routes7 +irst ai% preparation7 communication mo%es 5ith e8terna authorities7 reconnoitre o+ routes +oo% an% 5ater consi%erations resources +or sa+e participation7 e) tent7 protecti$e c othin) e)a an% a%ministrati$e re<uirements7 e) permission7 iaison 5ith authorities7 trip intention +orms campsite se ection )eo)raphic7 en$ironmenta an% c imatic consi%erations estab ishin) the camp site (+irep ace7 5aste %isposa ( tree +a e$a uation conser$ation s;i s K ea$e no trace# campin) minima impact practices ethica issues7 e) impact o+ acti$ities on the en$ironment
%esi)n chec; ists an% strate)ic p ans to mana)e the preparation +or an out%oor e8perience %etermine the essentia re<uirements +or an out%oor e8perience in or%er to ensure that oa%s to be carrie% are mana)eab e
assess the suitabi it& o+ a camp site b& consi%erin) issues such as %istance +rom cree;s an% trees7 an% 5aste %isposa consi%erations
critica & e8amine the imp ications o+ the +o o5in) +or p annin) an% beha$iour9 Kta;e nothin) but photos an% ea$e nothin) but +ootprints#G K ea$e the area c eaner than &ou +oun% it# %ebate issues +rom ethica %imensions such as9 shou % areas be set asi%e as humanF+reeJ shou % 441 an% hi;in) be banne% +rom some areasJ
37
na$i)ationa s;i s map rea%in) )ri% bearin) ma)netic bearin) true north measurin) %istance natura na$i)ation (usin) sun7 stars( emer)enc& mana)ement s;i s 5i %erness +irst ai%7 e) thermore)u ation7 sna;e bite 5hat to %o 5hen &ou are ost bush+ire proce%ures7 i)htnin)7 + oo%e% ri$ers s;i s nee%e% +or other out%oor acti$ities re e$ant to the e8perience7 e) canoein).;a&a;in) s;i s absei in) s;i s*
na$i)ate usin) a compass an% maps 5ith $ar&in) %etai estimate the appro8imate time that it 5i ta;e to 5a ; a %esi)nate% route
ana &se a ran)e o+ ris; situations an% propose pre$ention an% mana)ement strate)ies %escribe ho5 to construct an emer)enc& she ter usin) natura materia s per+orm re e$ant out%oor acti$ities sa+e & an% 5ith a basic e$e o+ pro+icienc&*
&hat impact does group dynamics have on the outdoor e=perience;

ea%ership st& es %emocratic aisseHF+aire autocratic strate)ic nonFinter$ention un%erstan%in) )roup %&namics sta)es o+ )roup %&namics (+orm7 storm7 norm7 trans+orm( con+ ict reso ution team bui %in) cooperation +aci itation s;i s communication s;i s %ecisionFma;in) + e8ibi it& un%erstan%in) stren)ths an% 5ea;nesses participant rea%iness se +Fe++icac& ba ancin) cha en)e an% sa+et& (cha en)e b& choice7 ta;in) ris;s in boun%s o+ competence(
%istin)uish bet5een the %i++erent ea%ership st& es an% %ebate their suitabi it& +or %i++erent situations
5or; cooperati$e & to so $e simu ate% initiati$e cha en)es %istin)uish actions that enhance )roup cohesion 5hen 5or;in) in teams app & cooperati$e %ecisionFma;in) processes to so $e prob ems an% cha en)es +ace% in out%oor e8periences %ebate <uestions such as9 ho5 %o &ou contro ris;s 5hen participants are encoura)e% to push their com+ort HoneJ 5hat ethica consi%erations con+ront a ea%er in ba ancin) cha en)e an% sa+et&J
32
pushin) the com+ort Hone
39
Suggested teaching and learning strategies 'resent a practica %emonstration an% e8p anation o+ one ;e& out%oor s;i area7 +or e8amp e9 map rea%in) orienteerin) an% compass 5or; route p annin) 5i %erness.remote area +irst ai%* ?n pairs7 5or; cooperati$e & to success+u & comp ete an initiati$e )ame %emonstratin) the interpersona s;i s nee%e% in out%oor recreation7 +or e8amp e team5or;7 cooperation7 prob emFso $in)* ' an a threeF%a& camp +or 10 participants7 %etai in) a aspects that nee% to be consi%ere%*
40
?
?.1
Content: PDHPE Stage 6 HSC Course

HSC Core 1: Health Priorities in )ustralia
Thi! $odule !hould occupy appro.i$ately 30/ o0 total cour!e ti$e1 4odule Description 6his compu sor& mo%u e e8amines the hea th status o+ Austra ians an% in$esti)ates7 in %epth7 the current hea th priorit& issues in Austra ia* -tu%ents i%enti+& an% :usti+& the choice of priorit& issues an% e8amine the ro es that the hea th s&stem an% hea th promotion p a& in achie$in) better hea th +or a Austra ians* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 @o5 are priorit& issues +or Austra ia#s hea th i%enti+ie%J 4hat are the priorit& issues +or impro$in) Austra ia#s hea thJ 4hat ro e %o hea th care +aci ities an% ser$ices p a& in achie$in) better hea th +or a Austra iansJ 4hat actions are nee%e% to a%%ress Austra ia#s hea th prioritiesJ
?n this mo%u e7 stu%ents earn ho5 hea th can be promote% b& persona an% communit& action an% b& po icies an% ser$ices at a e$e s o+ responsibi it&* 6he mo%u e intro%uces concepts o+ hea th ine<uities in Austra ia that are +urther e8p ore% in the options mo%u e A<uit& an% @ea th* Outcomes A stu%ent9 @1 %escribes the nature an% :usti+ies the choice o+ Austra ia#s hea th priorities @2 ana &ses an% e8p ains the hea th status o+ Austra ians in terms o+ current tren%s an% )roups most at ris; @3 ana &ses the %eterminants o+ hea th an% hea th ine<uities @4 ar)ues the case +or hea th promotion base% on the Otta5a "harter @0 e8p ains the %i++erent ro es an% responsibi ities o+ in%i$i%ua s7 communities an% )o$ernments in a%%ressin) Austra ia#s hea th priorities @14 ar)ues the bene+its o+ hea thFpromotin) actions an% choices that promote socia :ustice @10 critica & ana &ses ;e& issues a++ectin) the hea th o+ Austra ians an% proposes 5a&s o+ 5or;in) to5ar%s better hea th +or a @16 %e$ises metho%s o+ )atherin)7 interpretin) an% communicatin) in+ormation about hea th an% ph&sica acti$it& concepts*
41
Ho/ are priority issues !or )ustralia>s health identi!ied;

measurin) hea th status ro e o+ epi%emio o)& measures o+ epi%emio o)& (morta it&7 in+ant morta it&7 morbi%it&7 i+e e8pectanc&(
critique the use o+ epi%emio o)& to %escribe hea th status b& consi%erin) <uestions such as9 5hat can epi%emio o)& te usJ 5ho uses these measuresJ %o the& measure e$er&thin) about hea th statusJ use tab es an% )raphs +rom hea th reports to ana &se current tren%s in life expectancy an% major causes of morbidity and mortality for the general population and comparing males and females ar)ue the case +or 5h& %ecisions are ma%e about hea th priorities b& consi%erin) <uestions such as9 how do we identify priority issues for Australias health? what role do the principles of social justice play? why is it important to prioritise?
i%enti+&in) priorit& hea th issues
social justice principles priority population groups prevalence of condition potential for prevention and early intervention costs to the individual and community
eacher <ote: -tu%ents %o not nee% to ;no5 the atest statistics on the rates o+ i ness an% %eath* ?t is on & important that the& un%erstan% tren%s such as 5hether the pre$a ence o+ ea%in) causes is on the increase7 %ecrease or stab e*
&hat are the priority issues !or improving )ustralia>s health;

-tu%ents earn about9 Students learn to:
groups experiencing health inequities
Aboriginal and Torres Strait Islander

peoples socioeconomically disadvantaged people people in rural and remote areas
overseas-born people the elderly people with disabilities
research and analyse Aboriginal and Torres Strait Islander peoples and ONE other group experiencing health inequities by investigating: the nature and extent of the health inequities the sociocultural, socioeconomic and environmental determinants the roles of individuals, communities and governments in addressing the health inequities
42
hi)h e$e s o+ pre$entab e chronic %isease7 in:ur& an% menta hea th prob ems car%io$ascu ar %isease ("/1(
cancer (s;in7 breast7 un)( %iabetes respirator& %isease in:ur& menta hea th prob ems an% i nesses
research and analyse CVD, cancer and ONE other condition listed by investigating: the nature of the problem extent of the problem (trends) risk factors and protective factors the sociocultural, socioeconomic and environmental determinants groups at risk assess the impact o+ a )ro5in) an% a)ein) popu ation on9 the health system and services health service workforce carers of the elderly volunteer organisations.
a )ro5in) an% a)ein) popu ation
hea th& a)ein) increase% popu ation i$in) 5ith chronic

%isease an% %isabi it& %eman% +or hea th ser$ices an% 5or;+orce shorta)es a$ai abi it& o+ carers an% $o unteers*
&hat role do health care !acilities and services play in achieving better health !or all )ustralians;
hea th care in Austra ia
ran)e an% t&pes o+ hea th +aci ities an%

ser$ices responsibi it& +or hea th +aci ities an% ser$ices e<uit& o+ access to hea th +aci ities an% ser$ices hea th care e8pen%iture $ersus e8pen%iture on ear & inter$ention an% pre$ention impact o+ emer)in) ne5 treatments an% techno o)ies on hea th care7 e) cost an% access7 bene+its o+ ear & %etection hea th insurance9 Me%icare an% pri$ate
e$a uate hea th care in Austra ia b& in$esti)atin) issues o+ access an% a%e<uac& in re ation to socia :ustice princip es* Nuestions to e8p ore inc u%e9 ho5 e<uitab e is the access an% support +or a sections o+ the communit&J ho5 much responsibi it& shou % the communit& assume +or in%i$i%ua hea th prob emsJ %escribe the a%$anta)es an% %isa%$anta)es o+ Me%icare an% pri$ate hea th insurance7 e) costs7 choice7 anci ar& bene+its critica & ana &se comp ementar& an% a ternati$e hea th care approaches b& e8p orin) <uestions such as9 ho5 %o &ou ;no5 5ho to be ie$eJ 5hat %o &ou nee% to he p &ou ma;e in+orme% %ecisionsJ
comp ementar& an% a ternati$e hea th care approaches reasons +or )ro5th o+ comp ementar& an% a ternati$e hea th pro%ucts an% ser$ices ran)e o+ pro%ucts an% ser$ices a$ai ab e ho5 to ma;e in+orme% consumer choices
43
&hat actions are needed to address )ustralia>s health priorities;

hea th promotion base% on the +i$e action areas o+ the Otta5a "harter e$e s o+ responsibi it& +or hea th promotion the bene+its o+ partnerships in hea th promotion7 e) )o$ernment sector7 nonF )o$ernment a)encies an% the oca communit& ho5 hea th promotion base% on the Otta5a "harter promotes socia :ustice the Otta5a "harter in action
ar)ue the bene+its o+ hea th promotion base% on9 in%i$i%ua s7 communities an% )o$ernments 5or;in) in partnership the +i$e action areas o+ the Otta5a "harter investigate the principles of social justice and the responsibilities of individuals, communities and governments under the action areas of the Ottawa Charter critica & ana &se the importance o+ the +i$e action areas o+ the Otta5a "harter throu)h a stu%& o+ 64O hea th promotion initiati$es re ate% to Austra ia#s hea th priorities
Suggested teaching and learning strategies "onstruct an% e$a uate a pro+i e o+ the hea th status o+ Austra ians b& %ra5in) on the resu ts o+ epi%emio o)&* 'resent an ar)ument to su))est that not a popu ation )roups in Austra ia en:o& e<ua hea th* -e ect one priorit& hea th issue (e) increasin) hea th ine<uities( an% e$a uate ho5 this ma& impact on hea th care +aci ities an% ser$ices* 1escribe a hea th promotion initiati$e an% e$a uate ho5 it e8emp i+ies the action areas o+ the Otta5a "harter*
44
?."
HSC Core ": *actors )!!ecting Per!ormance
Thi! $odule !hould occupy appro.i$ately 30/ o0 total cour!e ti$e 4odule Description 6his compu sor& mo%u e e8amines the +actors that a++ect per+ormance* ?n this mo%u e7 stu%ents e8p ore the ph&sica an% ps&cho o)ica bases o+ per+ormance* 6he& e8perience an% critica & ana &se approaches to trainin) an% s;i %e$e opment an% in$esti)ate the contributions o+ ps&cho o)&7 nutrition an% reco$er& strate)ies to per+ormance* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 @o5 %oes trainin) a++ect per+ormanceJ @o5 can ps&cho o)& a++ect per+ormanceJ @o5 can nutrition an% reco$er& strate)ies a++ect per+ormanceJ @o5 %oes the ac<uisition o+ s;i a++ect per+ormanceJ
6his mo%u e enab es stu%ents to ta;e action to in+ uence their o5n per+ormance an% enhance that o+ others throu)h coachin) app ications* Opportunit& is pro$i%e% in the @-" option ?mpro$in) 'er+ormance +or more %etai e% consi%eration o+ +actors a++ectin) per+ormance an% the consi%erations o+ a coach in supportin) the per+ormance o+ ath etes* Outcomes A stu%ent9 @7 e8p ains the re ationship bet5een ph&sio o)& an% mo$ement potentia @2 e8p ains ho5 a $ariet& o+ trainin) approaches an% other inter$entions enhance per+ormance an% sa+et& in ph&sica acti$it& @9 e8p ains ho5 mo$ement s;i is ac<uire% an% appraise% @10 %esi)ns an% imp ements trainin) p ans to impro$e per+ormance @11 %esi)ns ps&cho o)ica strate)ies an% nutritiona p ans in response to in%i$i%ua per+ormance nee%s @16 %e$ises metho%s o+ )atherin)7 interpretin) an% communicatin) in+ormation about hea th an% ph&sica acti$it& concepts @17 se ects appropriate options an% +ormu ates strate)ies base% on a critica ana &sis o+ the +actors that a++ect per+ormance an% sa+e participation*
40
Ho/ does training a!!ect per!ormance;

eacher <ote: -tu%ents shou % be pro$i%e% 5ith opportunities to e8p ore the concepts %ea t 5ith in this mo%u e throu)h a $ariet& o+ practica e8periences* -tu%ents earn about9 -tu%ents earn to9
ener)& s&stems a actaci% s&stem (A6'.'"( actic aci% s&stem aerobic s&stem
ana &se each ener)& s&stem b& e8p orin)9 source o+ +ue e++icienc& o+ A6' pro%uction %uration that the s&stem can operate cause of fatigue by-products of energy production process and rate of recovery assess the re e$ance o+ the t&pes o+ trainin) an% trainin) metho%s +or a $ariet& o+ sports b& as;in) <uestions such as9 5hich t&pes o+ trainin) are best suite% to %i++erent sportsJ 5hich trainin) metho%(s( 5ou % be most appropriateJ 4h&J ho5 5ou % this trainin) a++ect per+ormanceJ ana &se ho5 the princip es o+ trainin) can be app ie% to both aerobic an% resistance trainin)
t&pes o+ trainin) an% trainin) metho%s
aerobic7 e) continuous7 Dart e;7 aerobic

inter$a 7 circuit anaerobic7 e) anaerobic inter$a + e8ibi it&7 e) static7 ba istic7 'ND7 %&namic stren)th trainin)7 e) +ree.+i8e% 5ei)hts7 e astic7 h&%rau ic
princip es o+ trainin) pro)ressi$e o$er oa% speci+icit& re$ersibi it& $ariet& trainin) thresho %s 5arm up an% coo %o5n ph&sio o)ica a%aptations in response to trainin) restin) heart rate stro;e $o ume an% car%iac output o8&)en upta;e an% un) capacit& haemo) obin e$e musc e h&pertroph& e++ect on +ast.s o5 t5itch musc e +ibres
e8amine the re ationship bet5een the princip es o+ trainin)7 ph&sio o)ica a%aptations an% impro$e% per+ormance
Ho/ can psychology a!!ect per!ormance;

moti$ation positi$e an% ne)ati$e
e$a uate per+ormance scenarios to %etermine the appropriate +orms o+
46
intrinsic an% e8trinsic
moti$ation7 e) )o + $ersus bo8in)
an8iet& an% arousa trait an% state an8iet& sources o+ stress optimum arousa ps&cho o)ica strate)ies to enhance moti$ation an% mana)e an8iet& concentration.attention s;i s (+ocusin)( menta rehearsa .$isua isation.ima)er& re a8ation techni<ues )oa Fsettin)*
e8p ain the %i++erence bet5een an8iet& an% arousa in terms o+ the e++ects on per+ormance
research case stu%ies o+ ath etes +rom %i++erent sports an% ascertain the nature o+ their moti$ation an% the ps&cho o)ica strate)ies the& emp o&*
Ho/ can nutrition and recovery strategies a!!ect per!ormance;

nutritiona consi%erations preFper+ormance7 inc u%in) carboh&%rate oa%in) %urin) per+ormance postFper+ormance supp ementation $itamins.minera s protein ca++eine creatine pro%ucts reco$er& strate)ies ph&sio o)ica strate)ies7 e) coo %o5n7 h&%ration neura strate)ies7 e) h&%rotherap&7 massa)e tissue %ama)e strate)ies7 e) cr&otherap& ps&cho o)ica strate)ies7 e) re a8ation*
compare the %ietar& re<uirements o+ ath etes in %i++erent sports consi%erin) preF7 %urin) an% postFper+ormance nee%s
critica & ana &se the e$i%ence +or an% a)ainst supp ementation +or impro$e% per+ormance
research reco$er& strate)ies to %iscern their main +eatures an% propose% bene+its to per+ormance*
Ho/ does the ac@uisition o! s'ill a!!ect per!ormance;

sta)es o+ s;i ac<uisition co)niti$e associati$e autonomous characteristics o+ the earner7 e) persona it&7 here%it&7 con+i%ence7 prior e8perience7 abi it&
e8amine the sta)es o+ s;i ac<uisition b& participatin) in the earnin) o+ a ne5 s;i 7 e) :u)) in)7 thro5in) 5ith the nonF %ominant arm %escribe ho5 the characteristics o+ the earner can in+ uence s;i ac<uisition an% the per+ormance o+ s;i s
47
the earnin) en$ironment nature o+ the s;i (open7 c ose%7 )ross7 +ine7 %iscrete7 seria 7 continuous7 se +F pace%7 e8terna & pace%( the per+ormance e ements (%ecisionF ma;in)7 strate)ic an% tactica %e$e opment( practice metho% (masse%7 %istribute%7 5ho e7 part( +ee%bac; (interna 7 e8terna 7 concurrent7 %e a&e%7 ;no5 e%)e o+ resu ts7 ;no5 e%)e o+ per+ormance(
%esi)n a suitab e p an +or teachin) be)inners to ac<uire a s;i throu)h to master&* 6he p an shou % re+ ect9 appropriate practice metho%s +or the earners the inte)ration o+ re e$ant per+ormance e ements an a5areness o+ ho5 instruction ma& $ar& accor%in) to characteristics o+ the earner ho5 +ee%bac; 5i be use% as earners pro)ress throu)h the sta)es o+ s;i ac<uisition %e$e op an% e$a uate ob:ecti$e an% sub:ecti$e per+ormance measures to appraise per+ormance
assessment o+ s;i an% per+ormance characteristics o+ s;i e% per+ormers7 e) ;inaesthetic sense7 anticipation7 consistenc&7 techni<ue ob:ecti$e an% sub:ecti$e per+ormance measures $a i%it& an% re iabi it& o+ tests persona $ersus prescribe% :u%)in) criteria
Suggested teaching and learning strategies 'repare a + o5 chart representin) the chain o+ e$ents in the pro%uction an% use o+ aerobic an% anaerobic ener)&* @a$e stu%ents e8p ain their %ia)rams to other stu%ents* 1emonstrate an un%erstan%in) o+ the process o+ s;i ac<uisition b& teachin) s;i s to a )roup o+ &oun)er stu%ents* "on%uct an e8periment on the in+ uence o+ +ee%bac; in a s;i %e$e opment session* 'repare a report criti<uin) the $arious +orms o+ +ee%bac; a$ai ab e an% the %e)ree to 5hich each is i;e & to enhance the earnin) process* "ritica & re$ie5 an artic e on ps&cho o)ica in+ uences on per+ormance7 out inin) their re e$ance to persona app ication*
42
?.$
HSC Option 1:
he Health o! Aoung People
Thi! $odule !hould occupy appro.i$ately 20/ o0 total cour!e ti$e1 4odule Description 6his option mo%u e is concerne% 5ith the hea th nee%s o+ &oun) peop e* ?n this mo%u e7 stu%ents e8amine the nature o+ &oun) peop e#s i$es an% the %e$e opmenta +actors that si)ni+icant & in+ uence their hea th* 6he& consi%er the hea th status o+ &oun) peop e an% e8amine a number o+ re ate% hea th issues* -tu%ents %isco$er that there is much that can be %one to support the hea th o+ &oun) peop e an% the& critica & ana &se the e$e o+ support current & a$ai ab e* -tu%ents are encoura)e% to %e$e op a positi$e $ie5 o+ the +uture an% a prepare%ness to contribute to5ar%s that +uture* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 4hat is )oo% hea th +or &oun) peop eJ 6o 5hat e8tent %o Austra ia#s &oun) peop e en:o& )oo% hea thJ 4hat s;i s an% actions enab e &oun) peop e to attain better hea thJ
Outcomes A stu%ent9 @2 ana &ses an% e8p ains the hea th status o+ Austra ians in terms o+ current tren%s an% )roups most at ris; @0 e8p ains the %i++erent ro es an% responsibi ities o+ in%i$i%ua s7 communities an% )o$ernments in a%%ressin) Austra ia#s hea th priorities @6 %emonstrates a ran)e o+ persona hea th s;i s that enab es them to promote an% maintain hea th @14 ar)ues the bene+its o+ hea thFpromotin) actions an% choices that promote socia :ustice @10 critica & ana &ses ;e& issues a++ectin) the hea th o+ Austra ians an% proposes 5a&s o+ 5or;in) to5ar%s better hea th +or a @16 %e$ises metho%s o+ )atherin)7 interpretin) an% communicatin) in+ormation about hea th an% ph&sica acti$it& concepts*
49
&hat is good health !or young people;

-tu%ents earn about9 -tu%ents earn to9 %istin)uish those aspects o+ &oun) peop e#s i$es that ma;e them simi ar an% %i++erent to the &oun) peop e o+ pre$ious )enerations
the nature o+ &oun) peop e#s i$es ho5 the %e$e opmenta sta)e can $ar& in moti$ations7 $a ues7 sociocu tura bac;)roun% the in+ uence o+ +ami &.peers the in+ uence o+ pre$ai in) &outh cu tures the in+ uence o+ ) oba e$ents an% tren%s the in+ uence o+ techno o)& epi%emio o)& o+ the hea th o+ &oun) peop e patterns o+ morbi%it& an% morta it& comparisons o+ hea th status 5ith that o+ other a)e )roups
ana &se hea th %ata +or &oun) peop e an% compare 5ith that o+ other a)e )roups in or%er to i%enti+& the )enera & positi$e picture o+ the hea th o+ &oun) peop e i%enti+& current areas o+ i hea th that are o+ )reatest pre$a ence amon) &oun) peop e e8amine ho5 a ran)e o+ +actors ma& a%$erse & a++ect the hea th o+ &oun) peop e an% propose strate)ies to o$ercome these +actors

the e++ects o+ the %eterminants o+ hea th on &oun) peop e in%i$i%ua +actors sociocu tura +actors socioeconomic +actors en$ironmenta +actors %e$e opmenta aspects that a++ect the hea th o+ &oun) peop e re$isin) ro es 5ithin re ationships c ari+&in) se +Fi%entit& an% se +F5orth %e$e opin) se +Fsu++icienc& an% autonom& estab ishin) e%ucation7 trainin) an% emp o&ment path5a&s estab ishin) persona support structures %eterminin) beha$ioura boun%aries*
i%enti+& the re ationship bet5een success+u & mana)in) these %e$e opmenta aspects an% hea th thin; critica & about ho5 &oun) peop e#s priorities an% $a ues re ate to their hea th b& consi%erin) <uestions such as9 is hea th a priorit& +or &oun) peop eJ 5hat 5ou % &oun) peop e $ie5 as the in%icators o+ )oo% hea thJ
00
o /hat e=tent do )ustralia>s young people en-oy good health;

the ma:or hea th issues that impact on &oun) peop e menta hea th prob ems an% i nesses a coho consumption $io ence roa% sa+et& se8ua hea th bo%& ima)e other re e$ant.emer)in) hea th issues7 e) )amb in)7 c&berFbu &in)7 part& crashes7 %rin; spi;in)
ana &se 64O o+ the ma:or hea th issues iste% b& e8aminin)9 the nature an% e8tent o+ the ma:or hea th issue the ris; +actors an% protecti$e +actors the sociocu tura 7 socioeconomic an% en$ironmenta %eterminants &oun) peop e most at ris;
&hat s'ills and actions enable young people to attain better health;
s;i s in attainin) better hea th bui %in) se + concept %e$e opin) connecte%ness an% support net5or;s %e$e opin) resi ience an% copin) s;i s %e$e opin) hea th iterac& s;i s %e$e opin) communication s;i s accessin) hea th ser$ices becomin) in$o $e% in communit& ser$ice creatin) a sense o+ +uture actions tar)etin) hea th issues re e$ant to &oun) peop e socia action e)is ation an% pub ic po ic& hea th promotion initiati$es*
ana &se throu)h meanin)+u an% rea istic situations ho5 the s;i s can assist &oun) peop e to en:o& )oo% hea th critica & re+ ect on their o5n persona hea th an% hea th beha$iours inc u%in) both positi$e an% ne)ati$e in+ uences an% in%icate +uture courses o+ action +or better hea th
e$a uate a ran)e o+ strate)ies that ha$e been imp emente% b& )o$ernment an% nonF)o$ernment a)encies that tar)et 64O ma:or hea th issues impactin) on &oun) peop e
Suggested teaching and learning strategies "ritica & ana &se a ran)e o+ in+ormation sources a$ai ab e to &oun) peop e on a re e$ant hea th issue in terms o+ accessibi it& an% re iabi it& o+ in+ormation* Ana &se a hea th promotion pro)ram that acti$e & in$o $es &oun) peop e in its imp ementation* ?%enti+& the e$e o+ success o+ the pro)ram an% %iscuss reasons +or this* 1esi)n a campai)n to raise a5areness o+ the &outh hea th ser$ices a$ai ab e in &our oca area* A8p ain ho5 the sociocu tura circumstances o+ &oun) peop e can impact on hea th status*
01
?.+
HSC Option ": Sport and Physical )ctivity in )ustralian Society
Thi! $odule !hould occupy appro.i$ately 20/ o0 total cour!e ti$e1 4odule Description 6his option mo%u e is concerne% 5ith the sociocu tura perspecti$es o+ sport an% ph&sica acti$it& in Austra ian societ&* ?n this mo%u e7 stu%ents in$esti)ate ho5 the meanin)s )i$en to sport an% ph&sica acti$it& ha$e chan)e% o$er time an% are %i++erent +or %i++erent )roups o+ peop e* -tu%ents e8p ore ho5 sport7 as a ma:or socia institution in Austra ian societ&7 is important in shapin) peop e#s $a ues an% be ie+s about nationa i%entit&7 )en%er7 an% cu ture* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 @o5 ha$e meanin)s about sport an% ph&sica acti$it& chan)e% o$er timeJ 4hat is the re ationship bet5een sport an% nationa an% cu tura i%entit&J @o5 %oes the mass me%ia contribute to peop e#s un%erstan%in)7 $a ues an% be ie+s about sportJ 4hat are the re ationships bet5een sport an% ph&sica acti$it& an% )en%erJ 6his option mo%u e encoura)es stu%ents to critica & ana &se ho5 sport both constructs an% is pro%uce% in the conte8t o+ particu ar socia $a ues an% be ie+s* -tu%ents %isco$er that sports :u%)e% to be important an% the ;in% o+ participation an% participants that are supporte% are $er& much a pro%uct o+ the $a ues an% be ie+s o+ a societ& at an& one time in its histor&* -tu%&in) this mo%u e 5i assist stu%ents to become more critica consumers o+ me%ia an% other cu tura messa)es about sport an% ph&sica acti$it&* Outcomes A stu%ent9 @12 ana &ses the in+ uence o+ sociocu tura +actors on the 5a& peop e participate in an% $a ue ph&sica acti$it& an% sport @16 %e$ises metho%s o+ )atherin)7 interpretin) an% communicatin) in+ormation about hea th an% ph&sica acti$it& concepts
Ho/ have meanings about sport and physical activity changed over
02
time;
the be)innin)s o+ mo%ern sport in 19th centur& An) an% an% co onia Austra ia links with manliness, patriotism and character the meanin) o+ amateur an% pro+essiona sport 5omen#s historica participation in sport
compare the nature o+ sport in the 19th centur& 5ith sport in to%a&#s societ&* "onsi%er <uestions such as9 ho5 ha$e the meanin)s o+ amateur an% pro+essiona sport chan)e%J ho5 %i% the meanin)s o+ sport %i++er +or %i++erent socia )roupsJ ho5 %i% 5omen#s an% men#s sports participation %i++er an% 5h&J ana &se the conse<uences +or $arious sports as the& ha$e a%opte% a business +ocus*
sport as a commo%it& the %e$e opment o+ pro+essiona sport sport as bi) business sponsorship7 a%$ertisin) an% sport the economics o+ hosting major sporting events consequences for spectators and participants.
&hat is the relationship bet/een sport and national and cultural identity;
Austra ian sportin) i%entit& nationa an% re)iona i%entit& throu)h sportin) achie$ements )o$ernment +un%in)7 e) the Austra ian ?nstitute o+ -port po itics an% sports
critica & e8amine ho5 sport has been use% to promote an Austra ian nationa an% re)iona i%entit&7 e) O &mpic co$era)e7 -tate o+ Ori)in i%enti+& instances 5hen Austra ia has use% sport +or po itica purposes an% e$a uate the impact o+ this on the ath etes an% the Austra ian pub ic7 e) Mosco5 O &mpics7 aparthei% bo&cotts in$esti)ate ho5 ph&sica acti$it& an% sport ha$e in+ uence% the i$es an% i%entit& o+ ?n%i)enous Austra ians
the meanin) o+ ph&sica acti$it& an% sport to ?n%i)enous Austra ians tra%itiona acti$ities an% sports in;s bet5een communit& an% i%entit& ph&sica acti$it&7 sport an% cu tura i%entit& the ro e o+ competition in;s to cu tura i%entit& re ationships to hea th 5a&s o+ thin;in) about the bo%&*
research ph&sica acti$ities or sports to %etermine their cu tura si)ni+icance +or particu ar )roups*
03
Ho/ does the mass media contribute to people>s understanding, values and belie!s about sport;
the re ationship bet5een sport an% the mass me%ia the representation o+ sport in the me%ia economic consi%erations o+ me%ia co$era)e an% sport
thin; critica & about the impact o+ the mass me%ia on sport b& in$esti)atin) <uestions such as9 5ho bene+its an% in 5hat 5a&sJ ho5 %oes the me%ia in+ uence our un%erstan%in) o+ sportin) e$entsJ ho5 ha$e sports been chan)e% to suit the nee%s o+ the me%ia7 e) uni+orms7 ru e mo%i+ications7 structure to accommo%ate a%$ertisin) brea;s ana &se the me%ia#s ro e in )i$in) meanin)s to sport b& consi%erin) <uestions such as9 ho5 %oes the co$era)e )i$en to particu ar sports re+ ect 5hich sports are $a ue% an% 5hich ones are notJ 5hat metaphors are common in sport7 e) +ootba as K5ar#J has the me%ia pushe% e8treme sports to ta;e e8cessi$e ris;sJ
%econstructin) me%ia messa)es7 ima)es an% amount o+ co$era)e %i++erences in co$era)e +or %i++erent sports across $arious print an% e ectronic me%ia the emer)ence o+ e8treme sports as entertainment7 e) bi) 5a$e sur+in)*
&hat are the relationships bet/een sport and physical activity and gender;
sport as a tra%itiona & ma e %omain sport an% the construction o+ mascu init& an% +emininit& imp ications +or participation sponsorship7 po ic& an% resourcin) the ro e o+ the me%ia in constructin) meanin)s aroun% +emininit& an% mascu init& in sport
app & an un%erstan%in) about the socia construction o+ )en%er to e8p ore the 5a&s in 5hich sport rein+orces or cha en)es tra%itiona narro5 un%erstan%in)s o+ gender critica & ana &se the participation rates o+ ma es an% +ema es in a ran)e o+ sports an% o++er e8p anations +or %i++erences* "onsi%er ho5 some +orms o+ acti$it& ha$e come to be tra%itiona & associate% 5ith each )en%er e8amine the %ebate that surroun%s the entr& o+ 5omen into tra%itiona ma e sports7 e) bo8in)7 ru)b&* "ompare this 5ith the entr& o+ men into tra%itiona +ema e sports7 e) netba *
cha en)es to the ma e %omain7 e) 5omen in tra%itiona ma e sports*
04
Suggested teaching and learning strategies ?nter$ie5 peop e o+ %i++erent a)es an% +rom %i++erent cu tures about their e8periences o+ ph&sica acti$it& an% sport* 'ro$i%e a report that in;s their e8periences 5ith research about the histor& o+ sport an% the meanin) o+ sport +or %i++erent cu tura )roups* "on%uct a case stu%& o+ a sport or ph&sica acti$it& outsi%e o+ the mainstream o+ Austra ian sport7 +or e8amp e tai chi7 s;atin) or sno5boar%in)7 a martia art7 a cu tura %ance +orm7 ba room. ine %ancin)7 5omen#s ru)b&* @o5 %o the $a ues an% meanin)s associate% 5ith the acti$it& compare 5ith those associate% 5ith tra%itiona Austra ian sportsJ
00
?., HSC Option $: Sports 4edicine

Thi! $odule !hould occupy appro.i$ately 20/ o0 total cour!e ti$e 4odule Description 6his option mo%u e is concerne% 5ith the speci+ic issues o+ pre$ention7 assessment7 mana)ement o+ an% reco$er& +rom sports in:ur&* ?n this mo%u e7 stu%ents e8amine ho5 the e8tent an% intensit& o+ sports participation re ates to the inci%ence o+ sports in:uries* 6he& e8p ore the ran)e o+ technica an% scienti+ic approaches +or maintainin) the 5e bein) o+ ath etes* ?n this mo%u e7 stu%ents research7 ana &se an% %ebate the merits o+ current sports me%icine approaches* 6he& a so e8p ore issues re)ar%in) returnin) to p a& +o o5in) in:ur&* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 @o5 are sports in:uries c assi+ie% an% mana)e%J @o5 %oes sports me%icine a%%ress the %eman%s o+ speci+ic ath etesJ 4hat ro e %o pre$entati$e actions p a& in enhancin) the 5e bein) o+ the ath eteJ @o5 is in:ur& rehabi itation mana)e%J
As a resu t o+ stu%&in) this mo%u e7 stu%ents 5i be prepare% to minimise their ris; o+ in:ur& in sports settin)s* ?t 5i a so pro$i%e an intro%uction to the re<uirements +or a%optin) pro%ucti$e support ro es such as sports trainers* Outcomes A stu%ent9 @2 e8p ains ho5 a $ariet& o+ trainin) approaches an% other inter$entions enhance per+ormance an% sa+et& in ph&sica acti$it& @13 se ects an% app ies strate)ies +or the mana)ement o+ in:uries an% the promotion o+ sa+et& in sport an% ph&sica acti$it& @16 %e$ises metho%s o+ )atherin)7 interpretin) an% communicatin) in+ormation about hea th an% ph&sica acti$it& concepts @17 se ects appropriate options an% +ormu ates strate)ies base% on a critica ana &sis o+ the +actors that a++ect per+ormance an% sa+e participation
06
Ho/ are sports in-uries classi!ied and managed;

5a&s to c assi+& sports in:uries %irect an% in%irect so+t an% har% tissue o$eruse so+t tissue in:uries
i%enti+& speci+ic e8amp es o+ in:uries that re+ ect each o+ the c assi+ications
tears7 sprains7 contusions s;in abrasions7 acerations7 b isters in+ ammator& response
har% tissue in:uries +ractures %is ocation assessment o+ in:uries 6O6A'- (6a ;7 Obser$e7 6ouch7 Acti$e an% 'assi$e mo$ement7 -;i s test(*
mana)e so+t tissue in:uries9 !?"A! (!est7 ?ce7 "ompression7 A e$ation7 !e+erra ( imme%iate treatment o+ s;in in:uries mana)e har% tissue in:uries
assessment +or me%ica attention immobi isation

per+orm assessment proce%ures to %etermine the nature an% e8tent o+ in:ur& in simu ate% scenarios*
Ho/ does sports medicine address the demands o! speci!ic athletes;

chi %ren an% &oun) ath etes me%ica con%itions (asthma7 %iabetes7 epi eps&( o$eruse in:uries (stress +ractures( thermore)u ation appropriateness o+ resistance trainin) a%u t an% a)e% ath etes heart con%itions +ractures.bone %ensit& + e8ibi it&.:oint mobi it& +ema e ath etes eatin) %isor%ers iron %e+icienc& bone %ensit& pre)nanc&*
ana &se the imp ications o+ each o+ these consi%erations +or the 5a&s &oun) peop e en)a)e in sport an% ho5 each is mana)e%*
e8p ain the sports participation options a$ai ab e +or a)e% peop e 5ith me%ica con%itions
assess the %e)ree to 5hich iron %e+icienc& an% bone %ensit& a++ect participation in sport*
07
&hat role do preventative actions play in enhancing the /ellbeing o! the athlete;
ph&sica preparation preFscreenin) s;i an% techni<ue ph&sica +itness 5arm up7 stretchin) an% coo %o5n sports po ic& an% the sports en$ironment ru es o+ sports an% acti$ities mo%i+ie% ru es +or chi %ren matchin) o+ opponents7 e) )ro5th an% %e$e opment7 s;i e$e use o+ protecti$e e<uipment sa+e )roun%s7 e<uipment an% +aci ities en$ironmenta consi%erations temperature re)u ation (con$ection7 ra%iation7 con%uction7 e$aporation( c imatic con%itions (temperature7 humi%it&7 5in%7 rain7 a titu%e7 po ution( )ui%e ines +or + ui% inta;e acc imatisation
ana &se %i++erent sports in or%er to %etermine priorit& pre$entati$e strate)ies an% ho5 a%e<uate preparation ma& pre$ent in:uries
critica & ana &se sports po icies7 ru es an% e<uipment to %etermine the %e)ree to 5hich the& promote sa+e participation7 e) heat ru es7 ru)b& union scrum ru es
e$a uate strate)ies an ath ete cou % emp o& to support the bo%&#s temperature re)u ation mechanisms ana &se the impact o+ c imatic con%itions on sa+e sports participation
eacher <ote: -tu%ents shou % un%erstan% ho5 the combination o+ heat an% humi%it& or co % an% 5in% increases the i;e ihoo% o+ h&perthermia an% h&pothermia respecti$e &*
tapin) an% ban%a)in) pre$entati$e tapin) tapin) +or iso ation o+ in:ur& ban%a)in) +or imme%iate treatment o+ in:ur&*
%emonstrate tapin) an% ban%a)in) techni<ues7 including tapin) the an; e7 5rist an% thumb e$a uate the ro e tapin) p a&s in both the pre$ention an% treatment o+ in:ur&*
Ho/ is in-ury rehabilitation managed;

rehabi itation proce%ures pro)ressi$e mobi isation )ra%uate% e8ercise (stretchin)7 con%itionin)7 tota bo%& +itness( trainin) use o+ heat an% co %
e8amine an% :usti+& rehabi itation proce%ures use% +or a ran)e o+ speci+ic in:uries7 e) hamstrin) tear7 shou %er %is ocation
02
return to p a& in%icators o+ rea%iness +or return to p a& (pain +ree7 %e)ree o+ mobi it&( monitorin) pro)ress (preFtest an% postF test( ps&cho o)ica rea%iness speci+ic 5armFup proce%ures return to p a& po icies an% proce%ures ethica consi%erations7 e) pressure to participate7 use o+ pain;i ers*
research an% e$a uate s;i an% other ph&sica tests that cou % be use% to in%icate rea%iness to return to p a& critica & e8amine po icies an% proce%ures that re)u ate the timin) o+ return to p a&, consi%erin) <uestions such as9 5h& aren#t such po icies app ie% to a sportsJ 5ho shou % ha$e u timate responsibi it& +or %eci%in) i+ an ath ete returns to competitionJ shou % ath etes be a o5e% to use pain;i ers in or%er to compete 5hen in:ure%J
Suggested teaching and learning strategies 1e$e op a set o+ princip es +or the sa+e participation o+ chi %ren in sport* Justi+& the e++ecti$eness o+ the princip es +or %ea in) 5ith the ma:or +orms o+ in:uries e8perience% b& this )roup* 'repare a 5ritten report on ho5 sports in:uries are c assi+ie% an% %etai the proce%ures to be use% 5hen mana)in) one particu ar t&pe o+ in:ur&*
09
?.6
HSC Option +: 5mproving Per!ormance
Thi! $odule !hould occupy appro.i$ately 20/ o0 total cour!e ti$e 4odule Description ?n this mo%u e7 stu%ents in$esti)ate approaches to the ph&sio o)ica preparation an% s;i %e$e opment o+ ath etes* -tu%ents 5i e8perience an% ana &se a $ariet& o+ trainin) metho%s an% oo; at the app ication o+ these metho%s to impro$in) per+ormance* 6he e++ects o+ p annin) on per+ormance an% ethica consi%erations re atin) to impro$in) ath etes# per+ormance are a so e8amine%* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 @o5 %o ath etes train +or impro$e% per+ormanceJ 4hat are the p annin) consi%erations +or impro$in) per+ormanceJ 4hat ethica issues are re ate% to impro$in) per+ormanceJ
6his mo%u e pro$i%es stu%ents 5ith ;no5 e%)e an% s;i s necessar& to impro$e their per+ormance as 5e as enab in) them to app & the concepts to $arious coachin) conte8ts* Outcomes A stu%ent9 @7 e8p ains the re ationship bet5een ph&sio o)& an% mo$ement potentia @2 e8p ains ho5 a $ariet& o+ trainin) approaches an% other inter$entions enhance per+ormance an% sa+et& in ph&sica acti$it& @9 e8p ains ho5 mo$ement s;i is ac<uire% an% appraise% @10 %esi)ns an% imp ements trainin) p ans to impro$e per+ormance @16 %e$ises metho%s o+ )atherin)7 interpretin) an% communicatin) in+ormation about hea th an% ph&sica acti$it& concepts @17 se ects appropriate options an% +ormu ates strate)ies base% on a critica ana &sis o+ the +actors that a++ect per+ormance an% sa+e participation*
Ho/ do athletes train !or improved per!ormance; 60
-tu%ents earn about9
-tu%ents earn to9
stren)th trainin) resistance trainin)7 e) e astic7 h&%rau ic 5ei)ht trainin)7 e) p ates7 %umbbe s isometric trainin) aerobic trainin) continuous.uni+orm +art e; on) inter$a anaerobic trainin) (po5er an% spee%( %e$e opin) po5er throu)h resistance.5ei)ht trainin) p &ometrics short inter$a + e8ibi it& trainin) static %&namic ba istic s;i trainin) %ri s practice mo%i+ie% an% sma Fsi%e% )ames )ames +or speci+ic outcomes7 e) %ecisionFma;in)7 tactica a5areness*
ana &se 64O o+ the trainin) t&pes b& %ra5in) on current an% re iab e sources o+ in+ormation to9 e8amine the t&pes o+ trainin) metho%s an% ho5 the& best suit speci+ic per+ormance re<uirements %esi)n a trainin) pro)ram %escribe ho5 trainin) a%aptations can be measure% an% monitore% i%enti+& sa+e an% potentia & harm+u trainin) proce%ures*
&hat are the planning considerations !or improving per!ormance;

initia p annin) consi%erations per+ormance an% +itness nee%s (in%i$i%ua 7 team( sche%u e o+ e$ents.competitions c imate an% season p annin) a trainin) &ear (perio%isation( phases o+ competition (preFseason7 inFseason an% o++Fseason phases( subphases (macro an% microc&c es( pea;in) taperin) sportFspeci+ic subphases (+itness components7 s;i re<uirements(
%escribe the speci+ic consi%erations o+ p annin) +or per+ormance in e$ents.competitions* @o5 5ou % this p annin) %i++er +or e ite ath etes an% recreationa .amateur participantsJ %e$e op an% :usti+& a perio%isation chart o+ the +itness an% s;i Fspeci+ic re<uirements o+ a particu ar sport*
61
e ements to be consi%ere% 5hen %esi)nin) a trainin) session hea th an% sa+et& consi%erations pro$i%in) an o$er$ie5 o+ the session to ath etes ()oa Fspeci+ic( 5arm up an% coo %o5n s;i instruction an% practice con%itionin) e$a uation
e8amine %i++erent metho%s o+ structurin) trainin) sessions %esi)n an% imp ement a trainin) session +or a speci+ic e$ent* A$a uate the session b& consi%erin) <uestions such as9 %i% the acti$ities match the abi ities o+ the )roupJ 5hat 5as the reaction o+ the )roupJ ho5 cou % the session be mo%i+ie%J ana &se o$ertrainin) b& consi%erin) <uestions such as9 ho5 much trainin) is too muchJ ho5 %o &ou i%enti+& an o$ertraine% ath eteJ 5hat %o &ou %o i+ &ou i%enti+& an o$ertraine% ath eteJ ho5 can o$ertrainin) be a$oi%e%J
p annin) to a$oi% o$ertrainin) amount an% intensit& o+ trainin) ph&sio o)ica consi%erations7 e) ethar)&7 in:ur& ps&cho o)ica consi%erations7 e) oss o+ moti$ation*
&hat ethical issues are related to improving per!ormance;

use o+ %ru)s
the %an)ers o+ per+ormance

enhancin) %ru) use7 e) ph&sica e++ects7 oss o+ reputation7 sponsorship an% income +or stren)th (human )ro5th hormone7 anabo ic steroi%s( +or aerobic per+ormance (A'O(
:usti+& the reasons %ru)s are consi%ere% to be unethica an% carr& a ran)e o+ ris;s +or the ath ete ar)ue issues re ate% to %ru) testin) such as9 at 5hat e$e o+ competition shou % %ru) testin) be intro%uce%J 5hich %ru)s shou % be teste% +orJ 5hat are the pros an% cons o+ %ru) testin)J 5hat shou % be the conse<uences o+ %ru) useJ
to mas; other %ru)s (%iuretics7

a coho ( bene+its an% imitations o+ %ru) testin)
eacher <ote: -tu%ents nee% on & a )enera un%erstan%in) o+ the per+ormanceF re ate% e++ects o+7 an% the harm associate% 5ith7 usin) %ru)s* Athica consi%erations such as +air p a& $ersus cheatin)7 5hether the %ru) use is +or persona success or because sport is Kbi) business# nee% to be e8p ore%*
62
use o+ techno o)&
trainin) inno$ation7 e) actate

thresho % testin)7 biomechanica ana &sis e<uipment a%$ances7 e) s5imsuits7 )o + ba
%escribe ho5 techno o)& has been use% to impro$e per+ormance ar)ue ethica issues re ate% to techno o)& use in sport such as9 has techno o)& )one too +arJ has access to techno o)& create% un+air competitionJ
63
Suggested teaching and learning strategies "onsi%er case stu%ies o+ t5o ath etes in the same sport* Ana &se their trainin) metho%s* @i)h i)ht simi arities an% %i++erences in their approaches* "ritica & ana &se t5o artic es about %i++erent metho%s o+ trainin)* Out ine the metho%s presente%7 their a%$anta)es an% imitations* ?n%icate the metho% &ou consi%er 5ou % be most e++ecti$e7 pro$i%in) reasons +or &our choice* 1esi)n an% imp ement a trainin) session +or a team that has :ust be)un its competiti$e season*
64
?.6 HSC Option ,: E@uity and Health

Thi! $odule !hould occupy appro.i$ately 20/ o0 total cour!e ti$e1 4odule Description 6his option mo%u e is concerne% 5ith the achie$ement o+ hea th +or a an% the actions necessar& to rea ise this )oa * ?n this mo%u e7 stu%ents bui % on their un%erstan%in) o+ e<uit& an% socia :ustice 5hich 5ere intro%uce% in the core mo%u e @ea th 'riorities in Austra ia* 6he& e8amine the popu ations that e8perience hea th ine<uities an% critica & ana &se socia 7 cu tura 7 economic an% po itica +actors that impact on the hea th status o+ these popu ations* -tu%ents thin; critica & in or%er to %iscern actions that 5or; to5ar%s re%ucin) the )ap in hea th status bet5een popu ations* As the ma:or +ocus o+ this mo%u e7 stu%ents con%uct an e8amination o+ t5o popu ations e8periencin) si)ni+icant hea th ine<uities* ?n this mo%u e7 stu%ents in$esti)ate the +o o5in) critica <uestions9 4h& %o ine<uities e8ist in the hea th o+ Austra iansJ 4hat ine<uities are e8perience% b& popu ation )roups in Austra iaJ @o5 ma& the )ap in hea th status o+ popu ations be bri%)e%J
Outcomes A stu%ent9 @1 %escribes the nature7 an% :usti+ies the choice7 o+ Austra ia#s hea th priorities @2 ana &ses an% e8p ains the hea th status o+ Austra ians in terms o+ current tren%s an% )roups most at ris; @3 ana &ses the %eterminants o+ hea th an% hea th ine<uities @0 e8p ains the %i++erent ro es an% responsibi ities o+ in%i$i%ua s7 communities an% )o$ernments in a%%ressin) Austra ia#s hea th priorities @14 ar)ues the bene+its o+ hea thFpromotin) actions an% choices that promote socia :ustice @10 critica & ana &ses ;e& issues a++ectin) the hea th o+ Austra ians an% proposes 5a&s o+ 5or;in) to5ar%s better hea th +or a @16 %e$ises metho%s o+ )atherin)7 interpretin) an% communicatin) in+ormation about hea th an% ph&sica acti$it& concepts*
60
&hy do ine@uities e=ist in the health o! )ustralians;

+actors that create hea th ine<uities - %ai & i$in) con%itions - <ua it& o+ ear & &ears o+ i+e - access to ser$ices an% transport - socioeconomic +actors - socia attributes7 e) socia e8c usion7 %iscrimination - )o$ernment po icies an% priorities7 e) hea th7 economic7 socia *
i%enti+& ho5 these +actors contribute to the ine<uities e8perience% b& %i++erent popu ation )roups in Austra ia reco)nise the potentia +or popu ations to be e8pose% to mu tip e ris; +actors contributin) to hea th ine<uities an% the imp ications +or mana)in) the ine<uities*
&hat ine@uities are e=perienced by population groups in )ustralia;

popu ations e8periencin) hea th ine<uities - Abori)ina an% 6orres -trait ?s an%er peop es - home ess - peop e i$in) 5ith @?/.A?1- incarcerate% - a)e% - cu tura & an% in)uistica & %i$erse bac;)roun%s - unemp o&e% - )eo)raphica & remote popu ations - peop e 5ith %isabi ities*
cha en)e )enera isations about popu ations e8periencin) hea th ine<uities ana &se the hea th ine<uities e8perience% b& 64O o+ the popu ation )roups b&9 e8aminin) hea th %ata to %etermine areas o+ ine<uit& an% the %e)ree to 5hich the )ap is re%ucin) or increasin) ana &sin) the impact o+ the hea th %eterminants e8aminin) the me%ia#s ro e in in+ uencin) socia attitu%es an% pub ic po ic& e$a uatin) )o$ernment inter$entions*
Ho/ may the gap in health status o! populations be bridged;

+un%in) to impro$e hea th +un%in) +or hea th +un%in) +or speci+ic popu ations imite% resources
thin; critica & about the issues that in+ uence hea th +un%in) b& consi%erin) <uestions such as9 %oes +un%in) so $e ine<uitiesJ 5i impro$in) the hea th o+ a Austra ians re%uce the )apJ shou % +un%in) )o 5here there is the )reatest chance o+ success or to the area o+ )reatest nee%J ?s it possib e to %o bothJ
66
actions that impro$e hea th enab in) (usin) ;no5 e%)e an% s;i s +or chan)e( me%iatin) (5or;in) +or consensus( a%$ocatin) (spea;in) up +or speci+ic )roups7 their nee%s an% concerns(
e8p ain the nature o+ enab in)7 me%iatin) an% a%$ocatin) processes 5hen 5or;in) +or sustainab e impro$ements +or %isa%$anta)e% )roups
a socia :ustice +rame5or; +or a%%ressin) hea th ine<uities empo5erin) in%i$i%ua s in %isa%$anta)e% circumstances empo5erin) %isa%$anta)e% communities impro$in) access to +aci ities an% ser$ices encoura)in) economic an% cu tura chan)e characteristics o+ e++ecti$e hea th promotion strate)ies 5or;in) 5ith the tar)et )roup in pro)ram %esi)n an% imp ementation ensurin) cu tura re e$ance an% appropriateness +ocusin) on s;i s7 e%ucation an% pre$ention supportin) the 5ho e popu ation 5hi e %irectin) e8tra resources to those in hi)h ris; )roups intersectora co aboration
app & the socia :ustice +rame5or; to the %e$e opment o+ a p an to a%%ress the causa +actors o+ an ine<uit&
%istin)uish those characteristics that contribute to the sustainabi it& o+ hea th strate)ies ana &se the characteristics o+ a speci+ic hea th promotion strate)& in or%er to pre%ict its potentia +or success*
Suggested teaching and learning strategies 'repare a criti<ue o+ the ma:or +actors contributin) to a particu ar hea th ine<uit&* Ana &se the appropriateness o+ a current hea th promotion strate)& tar)etin) a particu ar hea th ine<uit&* Dormu ate a set o+ recommen%ations +or +uture %irections in a%%ressin) the hea th ine<uities o+ a particu ar )roup*
67
11 Course #e@uirements
6he "& ' Stage 6 Sylla(u! inc u%es a 're iminar& course o+ 120 hours (in%icati$e time( an% a @-" course o+ 120 hours (in%icati$e time(* 6here is no prere<uisite +or the 're iminar& course* "omp etion o+ the 're iminar& course is a prere<uisite to stu%& o+ the @-" course*
62
11 PostBschool Opportunities
6he stu%& o+ '1@'A -ta)e 6 pro$i%es stu%ents 5ith ;no5 e%)e7 un%erstan%in) an% s;i s that +orm a $a uab e +oun%ation +or a ran)e o+ courses at uni$ersit& an% other tertiar& institutions* ?n a%%ition7 the stu%& o+ '1@'A -ta)e 6 assists stu%ents to prepare +or emp o&ment an% +u an% acti$e participation as citiHens* ?n particu ar7 there are opportunities +or stu%ents to )ain reco)nition in $ocationa e%ucation an% trainin)* 6eachers an% stu%ents shou % be a5are o+ these opportunities*
11.1 #ecognition o! Student )chievement in 7ocational Education and raining 07E 3

4here$er appropriate7 the s;i s an% ;no5 e%)e ac<uire% b& stu%ents in their stu%& o+ @-" courses shou % be reco)nise% b& in%ustr& an% trainin) or)anisations* !eco)nition o+ stu%ent achie$ement means that stu%ents 5ho ha$e satis+actori & comp ete% @-" courses 5i not be re<uire% to repeat their earnin) in courses in 6ADA N-4 or other !e)istere% 6rainin) Or)anisations (!6Os(* !e)istere% 6rainin) Or)anisations7 such as 6ADA N-47 pro$i%e in%ustr& trainin) an% issue <ua i+ications 5ithin the Austra ian Nua i+ications Drame5or;* 6he %e)ree o+ reco)nition a$ai ab e to stu%ents in each sub:ect is base% on the simi arit& o+ outcomes bet5een @-" courses an% in%ustr& trainin) pac;a)es en%orse% 5ithin the Austra ian Nua i+ications Drame5or; (AND(* 6rainin) pac;a)es are %ocuments that in; an in%ustr&#s competenc& stan%ar%s to AND <ua i+ications* More in+ormation about in%ustr& trainin) pac;a)es can be +oun% on the Nationa 6rainin) ?n+ormation -er$ice (N6?-( 5ebsite (555*ntis*)o$*au(* #ecognition by )*E <S& 6ADA N-4 con%ucts courses in a 5i%e ran)e o+ in%ustr& areas7 as out ine% each &ear in the TAF' 2S3 &and(oo4* =n%er current arran)ements7 the reco)nition a$ai ab e to stu%ents o+ '1@'A in re e$ant courses con%ucte% b& 6ADA is %escribe% in the &SC5TAF' Credit Tran!0er 6uide* 6his )ui%e is pro%uce% b& the ,oar% o+ -tu%ies an% 6ADA N-4 an% is %istribute% annua & to a schoo s an% co e)es* 6eachers shou % re+er to this )ui%e an% be a5are o+ the reco)nition a$ai ab e to their stu%ents throu)h the stu%& o+ '1@'A -ta)e 6* 6his in+ormation can be +oun% on the 6ADA N-4 5ebsite (555*ta+ens5*e%u*au.mchoice(* #ecognition by other #egistered raining Organisations -tu%ents ma& a so ne)otiate reco)nition into a trainin) pac;a)e <ua i+ication 5ith another !e)istere% 6rainin) Or)anisation* Aach stu%ent 5i nee% to pro$i%e the !6O 5ith e$i%ence o+ satis+actor& achie$ement in '1@'A -ta)e 6 so that the %e)ree o+ reco)nition a$ai ab e can be %etermine%*
69
1" )ssessment and #eporting

A%$ice on appropriate assessment practice in re ation to the 'ersona 1e$e opment7 @ea th an% 'h&sica A%ucation s& abus is containe% in A!!e!!$ent and 7eporting in er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 * 6hat %ocument pro$i%es )enera a%$ice on assessment in -ta)e 6 as 5e as the speci+ic re<uirements +or the 're iminar& an% @-" courses* 6he %ocument contains9 su))este% components an% 5ei)htin)s +or the interna assessment o+ the 're iminar& course man%ator& components an% 5ei)htin)s +or the interna assessment o+ the @-" course the @-" e8amination speci+ications7 5hich %escribe the +ormat o+ the e8terna @-" e8amination* 6he %ocument an% other resources an% a%$ice re ate% to assessment in -ta)e 6 'ersona 1e$e opment7 @ea th an% 'h&sica A%ucation are a$ai ab e on the ,oar%#s 5ebsite at 555*boar%o+stu%ies*ns5*e%u*au.s& abusOhsc
70
1$ Clossary
advocacy blood borne viruses critical approach
A combination o+ in%i$i%ua an% socia actions aime% at )ainin) support an% commitment +or a particu ar )oa or pro)ram =se% to re+er to @epatitis , an% " 6his <uestionFbase% approach to the stu%& o+ '1@'A in$o $es proposin) a ran)e o+ so utions to the prob ems bein) stu%ie%* ?t ma& in$o $e consi%eration o+ a ternati$es to practices that ha$e been accepte% or in p ace +or e8ten%e% perio%s o+ time 6he ran)e o+ persona 7 socia 7 economic an% en$ironmenta +actors that %etermine the hea th status o+ in%i$i%ua s an% popu ations 6he remo$a o+ possessions7 particu ar & an%* Action in partnership 5ith in%i$i%ua s an% )roups7 pro$i%in) resources an% support to empo5er them to promote an% protect their hea th 6he %ru) epoetin is a s&nthetic $ersion o+ human er&thropoieten (A'O(* 6he %ru) stimu ates the bone marro5 to pro%uce re% b oo% ce s* ?t is consi%ere% as b oo% %opin) an% its use is banne% in sports A<uit& means that resources are a ocate% in accor%ance 5ith the nee%s o+ in%i$i%ua s an% popu ations 5ith the %esire% )oa o+ e<ua it& o+ outcomes A +rame5or; +or %e$e opin) +itness pro)rams that emphasise the $ariab es Dre<uenc&7 ?ntensit&7 6&pe o+ e8ercise an% 6ime or %uration o+ e8ercise A state o+ comp ete ph&sica 7 menta an% socia 5e bein) an% not mere & the absence o+ %isease or in+irmit& 6he abi it& to un%erstan% an% interpret hea th in+ormation an% ser$ices an% uti ise this in+ormation in 5a&s that promote an% maintain )oo% hea th 6he process o+ enab in) peop e to increase contro o$er an% to impro$e their hea th 6he hea th o+ an in%i$i%ua or popu ation measure% a)ainst an i%enti+iab e stan%ar% 1i++erent sectors o+ societ& 5or; to)ether in a coor%inate% manner in or%er to tac; e a particu ar issue or achie$e an a)ree% outcome* 6he combine% e++ort is more e++ecti$e an% the outcome more sustainab e than the hea th sector 5or;in) in iso ation 6he %ec aration resu te% +rom the 4or % @ea th Or)anisation#s 4th ?nternationa "on+erence on @ea th 'romotion* 6he %ec aration raises ne5 hea th cha en)es7 a++irms the Otta5a "harter action areas an% estab ishes the +o o5in) priorities9 promote socia responsibi it& +or hea th increase in$estments +or hea th %e$e opment conso i%ate an% e8pan% partnerships +or hea th increase communit& capacit& an% empo5er the in%i$i%ua secure an in+rastructure +or hea th promotion*
determinants o! health dispossession enabling EPO e@uity *5 Principle
health health literacy health promotion health status intersectoral collaboration Da'arta Declaration
71
mediation ne/ public health
6he process o+ brin)in) %i++erent interests an% parties to)ether to a point o+ acceptin) so utions that promote hea th A mo%e o+ hea th reco)nisin) the %ua ro e o+ i+est& e an% i$in) con%itions as %eterminants o+ hea th status* ?t in$o $es estab ishin) pro)rams7 po icies an% ser$ices that create en$ironments that support hea th 6he charter represents the $ie5s o+ the 4or % @ea th Or)anisation#s Dirst ?nternationa "on+erence on @ea th 'romotion* ?t out ines prere<uisites o+ hea th an% the importance o+ enab in)7 me%iatin) an% a%$ocatin) +or hea th* ?t out ines 0 essentia actions +or hea th promotion9 bui % hea th& pub ic po ic& create supporti$e en$ironments stren)then communit& action %e$e op persona s;i s reorient hea th ser$ices
Otta/a Charter
P<*
'ropriocepti$e Neuromuscu ar Dunctionin) is a +orm o+ + e8ibi it& trainin)* ?t in$o $es a phase o+ pushin) a5a& +rom the %irection o+ stretch a)ainst resistance* 6his is +o o5e% b& a perio% o+ re a8ation 5ith )ent e re$ersin) o+ the resistance to push a on) the ine o+ stretch increasin) the stretch be&on% its norma ran)e Mo$in) the +ocus o+ the hea th sector to5ar%s hea th promotion7 pre$ention an% supportin) the 5e bein) o+ the 5ho e person to comp ement tra%itiona ro es o+ %ia)nosis7 treatment an% rehabi itation* 6he hea th sector is encoura)e% to a so a%opt a ;e& ro e in coor%inatin) other sectors to 5or; +or hea th 6he process an% capacit& that a o5s in%i$i%ua s to success+u & a%apt to cha en)es in their i$es* !esi ience is re ate% to the %e$e opment o+ persona i+e s;i s7 such as socia prob emFso $in)7 asserti$eness7 ne)otiation7 socia support accessin) s;i s an% a sense o+ connecte%ness ' aces or socia conte8ts at 5hich popu ations en)a)e in %ai & i+e* 6hese settin)s present as potentia sites +or hea thFpromotion acti$it& that tar)ets the re e$ant popu ations 1e iberate acti$it& that is aime% at enhancin) the 5e bein) o+ others an% onese +* ,ase% on the theor& that the nature o+ societ& is a pro%uct o+ in%i$i%ua s actin) co ecti$e &* ?n the schoo settin) this ma& inc u%e7 +or e8amp e7 stu%ents participatin) in %ecisionFma;in)7 %e$e opin) peer support net5or;s7 or promotin) %ru) +ree i+est& es A concept that has meanin) an% share% un%erstan%in)s base% on peop e#s 5a&s o+ seein)7 interpretin)7 interre atin) an% interactin)
reorienting health services
resilience
settings
social action
social construct
72
social -ustice
A $a ue that +a$ours measures that aim at %ecreasin) or e iminatin) ine<uit&G promotin) inc usi$eness o+ %i$ersit&G an% estab ishin) en$ironments that are supporti$e o+ a peop e !e ate% to socia an% cu tura +actors that impact on hea th an% ph&sica acti$it& issues* 6he %e iberate %ecision to monitor rather than inter$ene 5hen peop e are +ace% 5ith a cha en)e or prob em* 6his a o5s +or the %e$e opment o+ resource+u ness7 prob emF so $in) s;i s an% persona )ro5th 6he p aces peop e i$e7 5or; an% p a& that protect peop e +rom threats to hea th an% that increase their abi it& to ma;e hea thFpromotin) choices* One#s norma %isposition to be an8ious )enera & (trait( $s one#s e$e o+ an8iet& in a particu ar situation (state(
sociocultural strategic nonB intervention supportive environments trait and state an=iety
73

Pdhpe St6 Syl From2010

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Personal Development, Health and Physical Education

?nternet9 555*boar%o+stu%ies*ns5*e%u*au ?-,N 0 7313 4234 2 2009398

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

he Higher School Certi!icate Program o! Study

6he purpose o+ the @i)her -choo "erti+icate pro)ram o+ stu%& is to9

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

#ationale !or PDHPE in the Stage 6 Curriculum

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

Continuum o! %earning !or PDHPE Stage 6 Students

Stages 13 '1@'A Eears C6

Stages 45 '1@'A Eears 710

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

,etter @ea th +or ?n%i$i%ua s (30I( 6he ,o%& in Motion (30I(

Options 0+12 total3 -e ect t5o o+ the +o o5in) options9

-e ect t5o o+ the +o o5in) options9

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

6." 4odule Structure

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

5mportant )spects o! Course 4ethodology

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

Ob-ectives and Outcomes

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

Content: PDHPE Stage 6 Preliminary Course

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

&hat does health mean to individuals;

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

&hat in!luences the health o! individuals;

hea th as a socia construct

reco)nises the interre ationship o+

&hat strategies help to promote the health o! individuals;

5hat is hea th promotion responsibi it& +or hea th promotion

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

princip es o+ socia :ustice e<uit& %i$ersit& supporti$e en$ironments*

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

Preliminary Core ": he :ody in 4otion

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

ba ance reaction time

aerobic an% anaerobic trainin)

Ho/ do biomechanical principles in!luence movement;

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

9.$ Preliminary Option 1: *irst )id

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

e8p ain the nature o+ the i%enti+ie% me%ica con%itions*

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

poisonin) bites an% stin)s e8posure to heat an% co %*

&hat does the individual need to consider in administering !irst aid;

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

9.+ Preliminary Option ": Composition and Per!ormance

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

Ho/ do the elements o! composition apply to di!!erent movement mediums;

Ho/ are the elements used to compose movement;

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

e8p orin) $ariations impro$isin)

&hat is the role o! appraisal in the process o! composing and per!orming;

er!onal "e#elop$ent% &ealth and hy!ical 'ducation Stage 6 Sylla(u!

?nternet9 555boar%o+stu%iesns5e%uau ?-,N 0 7313 4234 2 2009398