Oxford university press professional support
Addressing the new
HSC PDHPE
Syllabus
Frida Hristofski & Peter Henson
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 edition
upon release.
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.
Changes to the
PDHPE HSC
Syllabus
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
• 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
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.
• 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.
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.
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
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.
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.
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.
Stage 6 syllabus amendments
• ‘A guide to the PDHPE Stage 6 Syllabus
amendments’
http://www.boardofstudies.nsw.edu.au/syllabus_
hsc/pdf_doc/pdhpe-amendments-guide.pdf
• Revised HSC Exam specifications
http://www.boardofstudies.nsw.edu.au/syllabus_
hsc/exam-changes/pdf_doc/pdhpe.pdf
Core 1
Health priorities in
Australia
Revision Techniques
Four (4) questions follow:
• You have to answer them instantly.
• You can’t take your time, answer all of
them immediately. OK?
• Lets find out how clever you are.
• Ready Go!!!!
First Question
You are participating in a race.
You overtake the second person.
What position are you in?
Answer
If you answered that you are first, then you
are absolutely
Wrong!
If you overtake the second person and you
take his place,
you are second!
To answer the second question, don’t take
as much time as you took for the first
question.
Second question
If you overtake the last person,
Then you are…?
Answer
If you answered that you are second to last,
then you are wrong again.
Tell me, how can you overtake the LAST
person?!
Third Question
Very tricky math!
Note: This must be done in your head only.
Do NOT use paper and pen or calculator.
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
What is the total?
Did you get 5000?
The correct answer is actually 4100.
Don’t believe it?
Check with your calculator!
Last question!
Mary’s father has five daughters:
1. Nana
2. Nene
3. Nini
4. Nono
What is the name of the fifth daughter?
Answer: Numu?
NO!
Her name is Mary!
Read the question again!
Lets look at some HSC questions
The questions are written in a way that
makes it easy for students to answer…
OR are they??
Blooms Taxonomy
• Thinking Process
• What the teacher/student does
• Verbs
• Examples
Advance
Australia Fair
Diversity Walk
The Ottawa Charter
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: (02) 9357 9400.
• O’Dea, 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.
DOI:10.1080/02640410410001712458
• Green. K.,(2002) Physical Education and the
‘Couch Potato Society’ – Part One. European
Journal of Physical Education. Vol. 7, pp 95-107
Core 2
Factors affecting
performance
Session overview
1. What’s new
2. Teaching and learning activities
3. Writing answers in the HSC
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
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
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
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
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.
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.
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.
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
Teaching Strategies
Use net based applications such as youtube.
Students to create videos / presentations / websites to
show understanding.
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
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
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 at:
www.oup.com.au/pdhpe11 (Prelim)
www.oup.com.au/pdhpe12 (HSC)
Contact your local OUP representative for access.
Marking criteria
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