Frida Hristofski & Peter Henson

1. Oxford university press professional support Frida Hristofski & Peter Henson Addressing the new HSC PDHPE Syllabus

2. 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.

3. About the presenters Frida Hristofskihas 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 Hensonis 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.

4. Changes to the PDHPE HSC Syllabus

5. 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

6. 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

7. 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.

8. 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.

9. 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.

10. 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

11. 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.

12. 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.

13. 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.

14. 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 specificationshttp://www.boardofstudies.nsw.edu.au/syllabus_hsc/exam-changes/pdf_doc/pdhpe.pdf

15. Core 1 Health priorities in Australia

16. 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!!!!

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

18. Answer If you answered that you are first, then you are absolutely Wrong!

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

20. To answer the second question, don’t take as much time as you took for the first question.

21. Secondquestion If you overtake the last person, Then you are…?

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

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

24. 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

25. Whatisthetotal? Did you get 5000? The correct answer is actually 4100. Don’t believe it? Check with your calculator!

26. Lastquestion! Mary’s father has five daughters: • Nana • Nene • Nini • Nono What is the name of the fifth daughter?

27. Answer:Numu? NO! Her name is Mary! Read the question again!

28. Lets look at some HSC questions The questions are written in a way that makes it easy for students to answer… OR are they??

29. Blooms Taxonomy • Thinking Process • What the teacher/student does • Verbs • Examples

31. Advance Australia Fair

32. Diversity Walk

33. TheOttawaCharter

35. OtherResources • 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.

36. 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

37. Core 2 Factors affectingperformance

38. Session overview • What’s new • Teaching and learning activities • Writing answers in the HSC

39. 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

41. 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

42. Fast and slow twitch musclefibres • 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

44. 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

45. 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.

46. 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.

47. 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.

48. 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

49. Teaching Strategies Use net based applications such as youtube. Students to create videos / presentations / websites to show understanding.

50. 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