Frida Hristofski

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Frida Hristofski Peter Henson

• Addressing the new HSC PDHPE Syllabus

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In this session

• Peter will introduce participants to the recent
  changes to the PDHPE syllabus. This will be
  followed by an overview of some new and practical
  teaching solutions for the HSC Core 1 2
  developed for the forthcoming Oxford Application
  and Inquiry series. Here Peter and Frida will
  outline a range of activities that support and
  lay the foundations for your students exam
  success.
• Workshop participants will receive a
  complimentary copy of PDHPE Application and
  Inquiry HSC second editionupon release.

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About the presenters

• Frida Hristofski has been a physical and health
  educator in for over twenty years in primary,
  secondary and tertiary institutions. Her roles
  have included Head of Dept, lecturer and
  Coordinator of health. Frida is currently working
  with the NSW Dept of Ed and is completing her PhD
  at the Uni of SA in the area of mental health
  promotion. She has published work in journals,
  textbooks and online and presented at numerous
  state, national and international conferences.
• Peter Henson is an experienced teacher and
  marker of PDHPE and is currently Head Teacher at
  Maitland High. Peter has had extensive experience
  in assessment as an exam committee member, a
  senior marker, and HSC Online writer (Core 2).
  Peter is currently also Vice President of the NSW
  PDHPE Teachers Association.

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Changes to the PDHPE HSC Syllabus
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• Core 1 - Health Priorities in Australia
• The content in this core has been reduced and
  there
• is a lot more guidance within the syllabus to
  show
• what students are required to know in both scope
  and
• depth.
• The major area of reduction is the removal of the
  
• focus question What role does health promotion
• play in achieving better heath for all
  Australians

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• Groups experiencing inequities has been moved
  from the first to second focus question and more
  guidance is given for this section.
• Priority areas has changed due to a changes in
  NHPAs.
• Preventative chronic diseases, injury and
  mental health now studied with similar framework
• Aging population is new
• Ottawa Charter is to be applied to health
  promotion initiatives and not NHPAs

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Core 2 - Factors Affecting Performance There has
been a reduction in the total content of this
core which should allow an increase in the level
of practical application. The focus question
How does the body respond to aerobic training has
been deleted.
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• Immediate physiological responses to exercise
  gone to preliminary course
• Adaptations to training becomes part of the
  first focus question (which is similar apart from
  this)
• Psychology is similar
• Nutrition has had hydration deleted but new
  section of recovery has been included
• Skill acquisition section learning process
  and rates of learning have been deleted with
  physical environment being replaced by a new
  concept of the performance elements
• Last three dots points have been streamlined
  under assessment of skill.

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• Option 1 The Health of Young People
• There has been a major streamlining of the
  content in this option.
• Major health issues and skills and actions has
  been made more manageable.

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• Option 2 Sport and Physical Activity in
  Australian Society
• 4 focus questions rather than 5
• Made more current in the issues to be
  discussed.
• Culture has been integrated into the national
  identity section

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• Option 3 Sports Medicine
• Focus question What ethical questions are
  raised by the increased use of sports medicine
  has been removed.
• Less content throughout most other areas.
• Injury rehabilitation includes return to play
  aspects of ethical issues.

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• Option 4 Improving Performance
• Only have to study 2 training types now with
  more consistency about level of study for each.
• Focus now on planning rather than coaching and
  competition
• Drug use and technology now part of ethical
  issues.

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• Option 5 Equity and Health
• Focus questions are the same titles but have
  been reordered.
• Previous syllabus was full of lists for ATSI
  and R R but has been simplified and unified to
  a certain extent.

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Stage 6 syllabus amendments

• A guide to the PDHPE Stage 6 Syllabus
  amendments http//www.boardofstudies.nsw.edu.au/s
  yllabus_hsc/pdf_doc/pdhpe-amendments-guide.pdf
• Revised HSC Exam specificationshttp//www.boardof
  studies.nsw.edu.au/syllabus_hsc/exam-changes/pdf_d
  oc/pdhpe.pdf

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Core 1 Health priorities in Australia
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Revision Techniques

• Four (4) questions follow
• You have to answer them instantly.
• You cant take your time, answer all of them
  immediately. OK?
• Lets find out how clever you are.
• Ready Go!!!!

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First Question

• You are participating in a race.
• You overtake the second person.
• What position are you in?

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Answer

• If you answered that you are first, then you are
  absolutely
• Wrong!

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• If you overtake the second person and you take
  his place,
• you are second!

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• To answer the second question, dont take as much
  time as you took for the first question.

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Second question

• If you overtake the last person,
• Then you are?

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Answer

• If you answered that you are second to last, then
  you are wrong again.
• Tell me, how can you overtake the LAST person?!

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Third Question

• Very tricky math!
• Note This must be done in your head only.
• Do NOT use paper and pen or calculator.

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• Take 1000 and add 40 to it.
• Now add another 1000.
• Now add 30.
• Add another 1000.
• Now add 20.
• Now add another 1000
• Now add 10

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What is the total?

• Did you get 5000?
• The correct answer is actually 4100.
• Dont believe it?
• Check with your calculator!

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Last question!

• Marys father has five daughters
• Nana
• Nene
• Nini
• Nono
• What is the name of the fifth daughter?

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Answer Numu?

• NO!
• Her name is Mary!
• Read the question again!

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Lets look at some HSC questions

• The questions are written in a way that makes it
  easy for students to answer
• OR are they??

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Blooms Taxonomy

• Thinking Process
• What the teacher/student does
• Verbs
• Examples

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Advance Australia Fair
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Diversity Walk
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The Ottawa Charter
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Other Resources

• Of Substance. The National Magazine on alcohol,
  tobacco other drugs.
• Australian National Council on Drugs(ANCD)
• Subscriptions www.ofsubstance.org.au
• 2007 National Drug Strategy Household Survey.
  AIHW. April 2008.
• What every woman should know the facts about
  breast cancer. National Breast Ovarian Cancer
  Centre. www.nbcc.org.au.
• Ph [phone].

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• ODea, J. (2007) Are we OK or are we not? Journal
  of the Home Economics Institute of Australia.
  Vol.14, No 3.
• Foster. C., Hillsdon. M., (2004) Changing the
  environment to promote health enhancing physical
  activity. Journal of Sport Sciences Vol. 22,
  pp755-769. DOI10.1080/02640410410001712458
• Green. K.,(2002) Physical Education and the
  Couch Potato Society Part One. European
  Journal of Physical Education. Vol. 7, pp 95-107

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Core 2 Factors affecting performance
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• Session overview
• Whats new
• Teaching and learning activities
• Writing answers in the HSC

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Types of Training - Anaerobic When discussing
anaerobic intervals focus needs to be on
intensity and rest. Use specific activities to
highlight differences between ATP-CP and Lactic
Acid energy system training. Example
Event Training distance Rest Repetitions Sets
100 metres 40 metres 45 seconds 10 5
800 metres 200 metres 2 mins 4 4
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• Muscular Hypertrophy
• Resistance training using medium to heavy weights
  will lead to
• the production of more myofibrils
• (contractile part of the muscle)
• Increased storage of glycogen within
• the muscle

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• Fast and slow twitch muscle fibres
• Fast twitch fibres need to be linked to power
  sports and training eg. throwing and jumping
• Slow twitch fibres need to be linked to
  endurance activities and training eg. triathlon
  and road cycling

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• Recovery Strategies
• The aim of recovery is to allow athletes to
  increase their level of training or performance
  following a previous training or performance.
• Physical
• Neural
• Tissue damage
• Psychological

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Neural Strategies During high intensity work,
chemicals within muscles can cause a lowering of
the ability of the Central and Peripheral Nervous
Systems to deliver stimulation to muscles (i.e.
they fatigue). Hydrotherapy and massage assist
with the removal of these chemicals and the
recovery of the neural pathways.
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Tissue damage strategies Muscle soreness and
DOMS occurs due to muscle fibres being torn and
damaged in a minor way during high intensity
activity. The use of cryotherapy and compression
garments such as skins forms part of the RICER
treatment which assists with the rehabilitation
of these minor tears.
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The performance elements When movement skills
are taught in isolation and not learnt in a game
context it more it difficult to develop an
understand how these are used during a
game. Practice sessions should be game like so
that decision making can be practiced in a real
life setting. Strategic and tactical development
occurs within a game sense environment.
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Teaching Strategies Include practical
applications for as many things as you
can. Examples 1. Skill acquisition juggling a
soccer ball Use this for both characteristics of
skilled performance and stages of skill
acquisition. 2. Strength training Have
students undertake a training session, utilising
a range of activities, weights, exercise speeds
and reps and ask students assess who the
different activities would be useful for. OR View
video footage of training sessions and have
students assess
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Teaching Strategies Use net based applications
such as youtube. Students to create videos /
presentations / websites to show understanding.
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• Writing answers for HSC exams
• Start early write answers based on requirements
  within the syllabus
• e.g. Analyse each energy system.
• Explain the difference between anxiety and
  arousal....
• Always provide a model for each response your
  require.
• Provide an example paragraph for students to
  use
• Jointly construct an answer

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Writing answers for HSC exams Provide the words
which will help students to understand the key
BOS words e.g. Analyse this will lead to, as a
result, following this Evaluate is
effective in, a positive affect on
performance Give students the paragraph headings
and the examples you are expecting them to
include. Follow up and provide feedback every
time work is given to students. Back yourself as
a teacher to provide the information and skills
required by the students
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Oxford Web support

• Includes
• Marking criteria
• Exemplar answers and verb scaffolds
• Solutions to selected activities
• Instructional videos
• Web updates on AIHW reports
• Samples available now atwww.oup.com.au/pdhpe11
  (Prelim) www.oup.com.au/pdhpe12 (HSC)
• Contact your local OUP representative for access.

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Marking criteria
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About the new editions

• Written and revised by a team of highly respected
  teachers, specialist educators and senior markers
• Concise coverage of the revised syllabus
• Strong links to syllabus outcomes and focus
  questions
• The latest statistics, articles, and updates in
  the areas of health, physical activity, first aid
  and nutrition
• Activities now use NSW BOS terminology (describe,
  outline, compare, etc)
• Chapter summaries, revision exam style
  questions throughout
• Complete design overhaul
• 3D anatomical illustrations and step by step
  instructional photography are a new benchmark in
  visual literacy
• ebook on CD-ROM (includes PDF)
• Password protected teacher support