Core 1 – Revision material

See below reading material, questions and summaries.

Core 1.1 – FQ: How are priority issues for Australia’s health identified?

* measuring health status

* identifying priority health issues

Supplementary reading and questions – Core 1.1

Summaries and exam-style questions – Core 1.2

Core 1.2 – FQ: What are the priority issues for improving Australia’s health?

*groups experiencing health inequities

* high levels of preventable chronic disease, injury and mental health problems

*a growing and ageing population

Supplementary reading and questions – Core 1.2a

Supplementary reading and questions – Core 1.2b

Summaries and exam-style questions – Core 1.2

Core 1.3 – FQ: What role do health care facilities and services play in achieving better health for all Australians?

* health care in Australia

*complementary and alternative health care approaches

Supplementary reading and questions – Core 1.3

Summaries and exam-style questions – Core 1.3

Core 1.4 – FQ: What actions are needed to address Australia’s health priorities?

*health promotion based on the five actions of the Ottawa Charter

Supplementary readings and questions – Core 1.4

Summaries and exam-style questions – Core 1.4

 CORE 2: FACTORS AFFECTING PERFORMANCE

Core 2.1 – FQ: How does training affect performance?

*energy systems

*types of training and training methods

*principles of training

*physiological adaptations in response to training

Supplementary readings and questions – Core 2.1

Summaries and exam-style questions – Core 2.1

Core 2.2 – FQ: How can psychology affect performance?

*motivation

*anxiety and arousal

*psychological strategies to enhance motivation and manage anxiety

Supplementary readings and questions – Core 2.2

Summaries and exam-style questions – Core 2.2

Core 2.3 - FQ: How can nutrition and recovery strategies affect performance?

*nutritional considerations

*supplementation

*recovery strategies

Supplementary readings and questions – Core 2.3

Summaries and exam-style questions – Core 2.3

Core 2.4 – FQ: How does the acquisition of skill affect performance?

*stages of acquisition

*characteristics of the learner – e.g. personality, heredity, confidence, prior experience, ability

*the learning environment

*assessment of skill and performance

 Supplementary readings and questions – Core 2.4

Summaries and exam-style questions – Core 2.4

 

OPTION 3: SPORTS MEDICINE

Option 3.1 – How are sports injuries classified and managed?

* ways to classify sports injuries

*soft tissue injuries

*hard tissue injuries

*assessment of injuries

Supplementary reading and activities – Option 3.1

Summary and Exam-style questions – Option 3.1

Option 3.2 – How does sports medicine address the demands of specific athletes?

*children and young athletes

*adult and aged athletes

*female athletes

Supplementary reading and activities – Option 3.2

Summary and Exam-style questions – Option 3.2

 

Option 3.3 – What role do preventative actions play in enhancing the wellbeing of the athlete?

*physical preparation

*sports policy and the sports environment

*environmental considerations

* taping and bandaging

Supplementary reading and activities – Option 3.3

Summary and Exam-style questions – Option 3.3

 

Option 3.4 – How is injury rehabilitation managed?

*rehabilitation procedures

*return to play

Supplementary reading and activities – Option 3.4

Summary and Exam-style questions – Option 3.4

 

 

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Yr 12 PDHPE Revision – Term 1, 2012

Year 12 – below are links to revision material for Core 1 and 2.

Please use the following resources for each focus question you have studied for your revision. You will find:

  • consolidation / supplementary reading material
  • exam-style questions and activities –> do these and hand in your answers to be marked!!!
  • focus question summaries
  • further links to additional information and videos.

Mr Crawford and Mr Wansey.

 

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Original Skin Competition

Year 8 PDH Students Compete!

Students in Mr. Crawford’s & Mr. Wansey’s PDHPE classes have been developing videos, posters and written works as part of the Cancer Council’s “Original Skin” competition.

Students worked in Teams to create videos.  Please  view them further down in this post or on this page. Some students also created individual works in the Poster and Written Categories.

Posters

Creative Writing

Here is a list of the students who submitted written work to the contest:

  • Billie Coupland
  • Alex Pugh
  • Maddie Thomas
  • Mae Stace
  • Ryan Tan
  • Eliza Yarnold
  • Evelyn Bratchford
  • Antonia Ryman
  • Nick Antoniak
  • Emily Bailey-Hughes
  • Philip Wood
  • Jen McNaught
  • Lucy Lomax Yr 8 Original Skin
  • Lucie van der Schalk
  • Monique Turcynski
  • Amelia Worthington
  • Emily Bailey-Hughes
  • Zac Moran
  • Caitlin McMullen
  • Evangeline Larsen
  • Kate McNaught
  • Conor Lynch
  • Ava Boyce
  • Ruben Seaton
  • Hugh Dawkins
  • Edward Bowyer

Videos

Note: if the videos don’t play as embedded, simply right-mouse click “save linked as” from the “download” link.

A Tan fades, Cancer doesn’t – by Mae, Annie & Antonia

Download: A_tan_fades_Cancer_doesnt-Mae-Annie-Antonia.mp4

Be Original – by Grace, Evangeline, & Caitlyn

download: Be_Original-Grace-Evangeline-Caitlyn.mp4

Original Skin is in this Summer – by Julia, Emily and Louise

download: Original_Skin-Julia-Louise-Emily.mp4

Original Skin – by Kate, Jen, Stevie & Nick

download: Original_Skin-Kate-Jen-Stevie-Nick.mp4

OriginalSkin – Monique, Billie & Lucy

download: OriginalSkin-Monique-Billie-Lucy.mp4

Pale Skin is in This Summer – Phil, Ruben, Hugh & Zac

download: Pale_Skin_is_in_This_Summer-Phil-Ruben-Hugh-Zac.mp4

Pale Skin is In – Amelia, Edward, Evelyn & Ben

download: Pale_Skin_is_In-Amelia-Edward-Evelyn-Ben.mp4

Pale skin -Liam, Conor, Angus & Michael

download: Pale_skin-Liam-Conor-Angus-Michael.mp4

Pasty is the new tasty – Ava, Maddie, Samara & Caitlin

download: Pasty_is_the_new_tasty-Ava-Maddie-Samara-Caitlin.mp4

PDH Video – Maddie & Emma

download: PDH_Maddie-Emma.mp4

PDH Video – Alex, Marcus, Mckenzie & Christian

download: PDHMovie-Alex-Marcus-Mckenzie-Christian.mp4

Skin Cancer Animation – Alex, Nick, Harry & Will

download: skin_cancer-Alex-Nick-Harry-Will.mp4

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Year 12 Webinar links

The following link on Vimio collects videos by Janice Atkins ACHPER NSW Webinars

achpernsw.com.au -
ACHPER NSW provides ongoing support and professional development activities for teachers, students and university educators in Physical and Health Education throughout NSW.

Posted in Revision, Year 12, Year 12 Revision | 2 Comments

Video Tasks

Welcome!

This post is to support Year 7, 8 & 10 PDH students as they create short videos.

Download the Story Board worksheet

Also a handout to help you Make Sure Your Video is Great.

Here is an example from 2010 Year 10 on Drinking & Driving.

Drink and Drive 2009

 Video Samples

Classic

YouTube Preview Image

Lame?

YouTube Preview Image

Daring? Creative? Offensive?

YouTube Preview Image

 

Movie Maker

YouTube Preview Image

Also MovieMaker tutorials from Atomic Learning

Sample Mash-up 

Original Skin Competition – Get inspired

Stuck for a good idea? Check out the best entries from last year on our Facebook page. We asked students to ‘bust a myth’ about skin cancer:

make sure you check out the resources on our website. There’s a lot of great information about skin cancer and sun protection. Explore our SunSmart campaigns.

Remember your work needs to be original. You can find royalty-free music at www.jamendo.com

Copyright Free Video

Resources

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Year 10 Documents

Coaching  Session task

Click the links to download the Word documents.

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Year 10 – Games People Play

Introduction

(download this handout
and save it in your network folder)

What are the benefits of lifelong physical activity? Once you understand these, what might be a good sport or game to play throughout your life? You will already have some ideas about this from your own experiences and from people around you like parents and friends. Suppose you had the job of recommending the 3 best lifelong activities to an important policy making body? What if it were the new PM, Mr. Rudd? Did you know he wants to hear from you?

PM RuddMr Rudd said Australia’s three-year electoral cycle meant policymaking usually focused too much on the short term.

He wanted to generate a focus on the longer term and to bring people from outside politics and government into national planning and policy formulation.

“Government, irrespective of its political persuasion, does not have a monopoly on policy wisdom,” he said. “To thrive and prosper in the future we need to draw on the range of talents, ideas and energy from across the Australian community.”

In the upcoming 2020 Summit the 10 areas Mr Rudd wants to address include:

productivity, economic infrastructure, population, sustainability, climate change and water, the rural sector, health, families, indigenous Australia, the arts and security.

So let’s get to work! Below are a range of links on sports / games people could pursue throughout their lives. As a group, Choose a game to investigate as a group and then be prepared to present it to the class. After all the presentations, a final discussion and vote will identify three of them to recommend to the 2020 Summit.

Besides this final class selection, all group members will present their task in anA4 document accompanied by a peer contribution evaluations. All these must be presented with your lesson plan. As a guide you can use the CEQ-ALL rubric (pronounced “seek all”). This will help you direct your own learning.

Each session / lesson will be allotted 45 minutes and must include the following:

  • Introduction
  • Warm up
  • Skills or practice
  • Game / main section
  • Cool Down

Combine your own interests, the CEQ-ALL guidance and your group’s energy to meet and go beyond the minimum Board of Studies outcomes for the activity. You might consider what can be learned about presenting your information from professional and student videos.

Possible Lifelong Sports / Games

Group Task

6 packPool everything you’ve seen, thought, learned into a group effort. How about doing it this way (unless you can think of something better). This bit is all about creativity and Quality.

Refer to the BoS Syllabus outcomes, the CEQ-ALL guide and the 5 parts of your session / lesson. Be as creative as you can while still being informative, accurate and entertaining. You might find inspiration in these Health & Fitness articles. Remember, only three games will be forwarded to the 2020 Summit. Remember, the kind of six pack you get is up to you!

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Lifestyle Diseases – Part 2

Review

We began by exploring some unusual diets and eating habits in the first part of this activity.

Now we’ll begin sharpening up your learning. You can choose one from the following activities. They go from easiest to most challenging, but choose the one that interests you most.

Sharing Knowledge

You should complete the worksheet from Part 1. (yours should be saved in your network space)

Make sure you have good answers for each section in the worksheet, then pair up with a partner who has studied a different lifestyle illness. Complete the Disease Comparison Worksheet so that you both know about the two diseases.

Building Knowledge

You should complete the worksheet from Part 1. (yours should be saved in your network space)

  1. Make sure you have good answers for each section in the worksheet, then go to the Lifestyle Diseases page in the Oxley Wiki.
  2. Log into the wiki using your real name and an email address you can check right away.
  3. Add the information on your disease into each of the three sections of the page. Make sure you have this good information saved on your Word doc because people’s entries can sometimes bump each other’s off the wiki.

Creating Understanding

You should complete the worksheet from Part 1. (yours should be saved in your network space)

Make sure you have good answers for each section in the worksheet, then download the Understanding Diseases worksheet. You can do this alone or work with a partner who can pursue learning seriously. Complete this worksheet.

Posted in diet, diseases | 1 Comment

Food for Thought

burger

Some people eat so that they can live, others live so that they can eat. Guess which of the two stands a good chance of being healthier? Even so, many things can happen to people, so many that knowing something about the risks and preventions could be useful.

In this unit you will pursue the following outcomes:

4.6 A student describes the nature of health and analyses how health issues may impact young people.

4.8 A student describes how to access and assess health information, products and services.

4.9 A student describes the benefits of a balanced lifestyle and participation in physical activity.

4.13 A student demonstrates cooperation and support of others in social, recreational and other group contexts.

4.15 A student devises, applies and monitors plans to achieve short-term and long-term goals.

Notice that there are three main learning tasks: to describe, to demonstrate and to act on a plan. Keep these in mind as you go through the following activities.

Sampler: Getting interested and learning information

Before learning information, it helps to excite your interest and focus your thoughts. Let’s do this now by going to some more unusual Web sites.

Instructions:

  1. Browse through at least one of the links below.
  2. Choose something from the page that interests you.
  3. Explain what interested you or say something interesting about what you’ve found!

You will help yourself achieve the outcomes if you stop and think now about these topics: the nature of health, assessing the health information you read and thinking about what it means to have a balanced lifestyle and the place of physical activity. Download this document to complete the first three outcomes.

Research

Instructions: Use the links below to complete this second worksheet.

Lifestyle Diseases Medical Conditions & Diseases
Posted in diet, diseases, Year 8 | 6 Comments

Games People Play

Introduction

Use the links below to explore “The games people play.” Because you will Choose a game to develop as a group, it’s worth it to look around a while first.

Below are a range of links. Each person in your group should look at the links for 1, 2, 3 or 4 below. If you finish early, you can swap numbers and put in a little more Effort (oh no! ;-)

Click on the ones that interest you.cathy freeman

#1 – the basics of games

What are games and why are they such a part of our cultures?

#2 – games as recreation

What kinds of games / sports do people do for recreation? Try to figure out 3 – 5 main reasons for this attraction to activity?

#3 – computer games

Are computer games games? Are they sports? Does recreation ever confuse the two?

#4 – health & fitness

Health and fitness seem to be big business. Why do you think this is so? What aspects of sport / fitness do these very different business all appeal to.

Group Task

Pool everything you’ve seen, thought, learned into a group effort. How about doing it this way (unless you can think of something better). This bit is all about Quality.

  1. Explain what “games” are and explain why they must be a part of human nature.
  2. Why do people engage in sports when it’s not their job?
  3. How do computers factor into the idea of games and health? Is this cartoon true?

    evolution

  4. Brainstorm a game / athletic activity / physical challenge that you would like to develop together for your classmates.

Final Activity

As a team, post your answer to #4 above to this page’s comments link below. Make sure you refer to at least 4 of the aspects listed in the headings for these Health & Fitness articles.

Posted in games, Year 10 | 17 Comments