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5. 2011 HSC Notes from the Marking Centre — Personal Development, Health and Physical Education

2011 HSC Notes from the Marking Centre – Personal Development, Health and Physical Education

Contents

• Introduction
• Section I
• Section II

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Personal Development, Health and Physical Education. It contains comments on candidate responses to the 2011 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2011 Higher School Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Personal Development, Health and Physical Education.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating the knowledge, understanding and skills they developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs may be used that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Section I

Part B

Question 21

1. In better responses, candidates identified and sketched in general terms strategies that reduce the risk of skin cancer. For example: applying sunscreen at regular intervals while exposed to UV rays and avoiding going out in the sun during the hours of 11–3pm when UV exposure is at its peak.
   
   In weaker responses, candidates identified only one strategy and how it reduced the risk of skin cancer. Alternatively, candidates provided a list of strategies without stating a reason why or how the strategy worked.
2. In better responses, candidates clearly identified the three determinants as socio cultural, socio-economic and environmental. They provided features of each component of these determinants such as employment status, levels of education (socio-economic), family, peers and the media (socio-cultural). Candidates referred to a number of groups, such as ATSI, rural and remote, socio-economically disadvantaged or people from non-English speaking backgrounds. Most importantly, candidates established a clear relationship between the determinants and the susceptibility for each specific group.
   
   In mid-range responses, candidates described the groups affected by either lung and/or breast cancer then proceeded to list the risk factors that would lead to this group contracting the disease. The responses did not clearly differentiate between determinants and risk factors. Some candidates demonstrated an understanding of determinants but did not provide specific examples of groups that were affected. Many candidates in this range referred to modifiable and non-modifiable risk factors instead of determinants.
   
   In lower range responses, candidates provided some relevant information about cancer or groups at risk. They identified groups at risk for breast and/or lung cancer and made mention of the risk factors, such as being female for breast or smoking for lung. They attempted to make general links to an implied determinant and made reference to simplistic groups such as smokers for lung cancer.

Question 22

In better responses, candidates clearly identified four health facilities and services. Some examples included hospitals, general practitioners, specialist services, nursing homes and alternative therapies (e.g. Naturopath). Some candidates also identified the facilities/services as outlined in the Australia’s Health publication.

In weaker responses, candidates tended to cluster health services together and failed to provide a range of different types of facilities and/or services, for example government health programs and health promotion initiatives, private health insurance companies, charities or alternative therapies. Candidates may also have listed fewer than four valid health facilities/services.

Some candidates confused private businesses with health facilities/services.

Question 23

In better responses, candidates made clear and relevant judgements about the effectiveness of health promotion initiatives in supporting the social justice principles. They provided a thorough understanding of these principles and made appropriate links to the initiatives and the Ottawa Charter. Candidates used health promotion initiatives that clearly demonstrated social-justice principles, such as Close the Gap, National Tobacco Strategy and Breast Screen NSW Mobile Clinic.

In better responses, candidates also recognised the impact of social justice principles on priority population groups and discussed how initiatives support those in need. In better responses, candidates referred to equity, diversity and supportive environments, or to PEAR (participation, equity, access and rights). These candidates incorporated a strong understanding of these principles and evaluated their effectiveness through relevant health initiatives.

Candidates whose responses were in the higher portion of the mid-range band showed a sound understanding of the principles of social justice and health-promotion initiatives. They provided some judgement regarding the effectiveness of how these initiatives satisfied social-justice principles with reference to the Ottawa Charter. Candidates reinforced their response with relevant examples linked to social justice and/or the Ottawa Charter and/or health promotion initiatives

Candidates whose responses were in the lower portion of the mid-range band tended to make weak judgements on the effectiveness of the health promotion initiative or the Ottawa Charter. They demonstrated limited knowledge of social justice and health promotion initiatives. Responses may have identified examples with implied links to social justice and/or the Ottawa Charter.

In weaker responses, candidates identified some information on social justice, health promotion or the Ottawa Charter. In many of these responses, candidates did not provide examples to reinforce the areas identified. Candidates also tended to list Ottawa Charter action areas and/or social justice principles and/or health promotion initiatives.

Question 24

1. In better responses, candidates clearly identified all three types of training: strength, flexibility and aerobic, and correctly matched these to the three activities provided in the table.
   
   In weaker responses, only one or two types of training were correctly matched to the activities provided or the same type of training was identified for all three activities.
2. In better responses, candidates provided features and characteristics of a range of different methods of strength training including free and fixed weights, hydraulics, elastic bands and plyometrics. Candidates included the physical nature or structure of each method and/or information about the amount of resistance, repetitions and speed of execution. Links were then made to the positive and/or negative effects on performance with reference to specific sporting examples.
   
   In mid-range responses, candidates provided information on how some strength-training methods affect performance in sporting activities without providing features of the methods identified. In other responses, candidates provided outlines of some strength-training methods with no links to performance, or provided the features of one method of strength training with some links to performance.
   
   In weaker responses, candidates identified general effects of training on performance or identified a strength-training method or provided information about the principles of training without reference to strength training.

Question 25

In better responses, candidates provided a clear and detailed comparison of the dietary requirements of athletes in two different sports. They made reference to pre-, during and post-performance nutrition as well as hydration needs of the athletes. In high-range responses, candidates clearly identified the major nutrients needed for different athletes and included amounts as well as timing related to ingestion.

In mid-range responses, candidates outlined the dietary requirements of athletes in two different sports. In some responses, candidates provided characteristics and features of the dietary requirements of two athletes without making a comparison between the dietary requirements.

In weaker responses, candidates reflected a limited understanding of the dietary requirements of athletes. A very general connection was made between diet and an athlete’s needs. In some responses, candidates listed some information about dietary requirements for two athletes.

Question 26

In better responses, candidates presented a detailed argument in relation to the coach’s use of subjective and objective measures to appraise the performance of an athlete. They clearly demonstrated a thorough knowledge of subjective and objective performance measures and provided a range of correct examples to support their argument. This depth of knowledge included such things as the use of checklists, prescribed and personal criteria and a panel of judges to make subjective appraisal more objective. In these high-range responses, candidates made use of strong, persuasive language to present an argument.

In mid-range responses, candidates clearly showed an understanding of the coach’s use of both objective and subjective measurement to enhance the athlete’s performance. In these responses, candidates discussed what each form of appraisal was and provided relevant examples of each. These responses lacked the argument required to achieve higher marks.

In some weaker responses, candidates provided characteristics and features of one or both objective and subjective measurements with examples. Others referred to the use of feedback in coaching or the psychological impact of using feedback. In a significant number of responses, candidates lacked a detailed understanding of subjective and objective performance measures in this question.

Section II

Question 27 – Health of Young People

1. 1. In better responses, candidates identified why support networks are important to the health of young people. They provided a variety of reasons in support of their response. Candidates used a number of examples including family, peers, school counsellors and a range of health services, such as community health clinics, doctors, Headspace or Beyond Blue.
      
      In weaker responses, candidates either provided information about support networks OR youth health, rather than the reasons for the importance of support networks.
   2. In better responses, candidates clearly showed how resilience and coping skills improved young people’s health. They used a range of relevant examples relating to the use of resilience and coping skills in a logical and cohesive manner.
      
      In mid-range responses, candidates wrote generally about the use of resilience and coping skills or outlined one of the skills and identified the other.
      
      In weaker responses, candidates provided some relevant information about coping or resilience skills, or they provided information about the health of young people.
2. In better responses, candidates provided the characteristics and features of the aspects of young people’s lives that made them different from that of previous generations. They clearly showed how their lives are distinct or different from previous generations of young people by focusing on the influence of global events and trends, the influences of technology, family and peers, as well as prevailing youth cultures and showed how the developmental stages have varied. Candidates clearly explained, in a variety of ways, how these aspects have influenced their lives today.
   
   In mid-range responses, candidates showed a sound understanding of some of the differences between current and previous generations, and some influences on the lives of young people. Candidates mostly focused on aspects of technology as well as family and peers.
   
   In weaker responses, candidates showed a limited understanding of the difference between the current and previous generations of young people or they outlined some of the aspects of young people’s lives. These responses often included limited reference to the health of young people and the nature of their lives.

Question 28 – Sport and Physical Activity in Australian Society

1. 1. In better responses, candidates clearly identified the purpose of using metaphors in covering sporting events. Candidates made a link between the need of the media to grab the attention of the audience and using emotive, symbolic language. Many candidates made a link between sporting events and war-like situations or battles. For example, the State of Origin players ‘going into battle’. Candidates also identified the different language used to emulate masculine/feminine images and to reinforce those beliefs, such as ‘water babes’ when describing the Australian Water Polo team.
      
      In mid-range responses, candidates sketched in general terms some reasons why the media used metaphors and gave some examples. The examples were not as clear.
      
      In low-range responses, candidates accurately identified metaphors. However, candidates could only provide limited information about sport and media.
   2. In better responses, candidates clearly showed a relationship between increased media coverage, sponsorship and the emergence of extreme sports. Candidates made evident the links between media exposure – through television stations such as Fuel TV or social media sites such as YouTube – and corporate advertising, and identified the possible risks associated with the need to achieve more difficult and dangerous stunts/environments. Big-wave surfing, base-jumping or motocross were sports commonly used as examples.
      
      In mid-range responses, candidates identified the link between media and extreme sports. These candidates often accurately identified extreme sport examples but their discussion lacked an understanding of the media’s role in the emergence of extreme sports.
      
      In low-range responses, candidates accurately identified what extreme sports were and used mainstream sports, such as rugby league to attempt to illustrate their point of view. Some of these responses also expressed negative opinions surrounding extreme sports without demonstrating any understanding. Sweeping generalisations were common.
2. In better responses, candidates clearly made judgements about the various consequences of a sporting organisation running itself as a business, using sport as the commodity. In these responses, candidates assessed positive and negative consequences. Candidates successfully drew links between statements in methodical and cohesive patterns.
   
   These candidates successfully identified that sports and participants can be bought and sold like any commodity. Many responses linked sponsorship and advertising with positive and negative outcomes for players and spectators. Candidates made accurate judgements using a range of relevant examples or a case study of one sport, such as cricket, to illustrate their understanding.
   
   In mid-range responses, candidates described some consequences without making clear judgements. Some of these responses lacked appropriate examples to support their statements. Syllabus areas were accurately identified but lacked variety and depth. Some candidates, for example, focused the discussion on the impact on spectators, such as higher ticket prices and merchandise sales.
   
   In low-range responses, candidates sketched in general terms some examples and consequences of sport as a commodity. Vague syllabus references were made or candidates simply described their own personal opinions relating to sport in general.

Question 29 – Sports Medicine

1. 1. In better responses, candidates outlined types of soft tissue injury. For each identified injury a feature of that injury was provided. Typical high range responses indicated a clear understanding of soft tissue injury generally in a concise format.
      
      In mid-range responses, candidates tended to correctly outline one injury and list some others. In some other mid-range answers, candidates listed injuries and their classification.
      
      In low range responses, candidates simply listed (identified) soft tissue injuries.
   2. In better responses, candidates typically provided a clear description of each of the components of TOTAPS and included its purpose. These responses included terms such as ‘abnormality’, ‘deformity’, ‘swelling’, ‘discolouration’, ‘heat’, ‘pain’ when describing the first three assessment components and correctly distinguished between ‘active’ and ‘passive’ movements. Examples may have been used to support the answer.
      
      In mid-range responses, candidates provided a description of TOTAPS, however, candidates needed to include mention of return to play and/or be able to distinguish between ‘active’ and ‘passive’ movements. Other answers in this range outlined the assessment procedure, for example ‘Look at the injury’ or ‘Feel the person’s limb’, while others simply identified the TOTAPS acronym along with descriptions of DRABCD and RICER.
      
      In low-range responses, candidates reflected a limited knowledge of the assessment procedure. Responses only identified TOTAPS or provided some general information on assessing a sports injury.
2. In better responses, candidates demonstrated a thorough knowledge and understanding of the strategies athletes use to perform competitively in a range of different climatic conditions. Relevant examples were provided for each strategy and there were clear evaluations of each strategy. This resulted in multiple examples being provided with the relevant strengths and/or weaknesses identified. Responses were logical and concise in their construction.
   
   In mid-range responses, candidates demonstrated an understanding of strategies used to perform competitively in a range of different climatic conditions. Some candidates determined the value of the strategies. Examples were used to support their responses.
   
   In weaker responses, candidates identified some relevant information about sport and climatic conditions, or identified strategies used to manage climatic conditions.

Question 30 – Improving Performance

1. 1. In better responses, candidates clearly outlined the initial planning considerations, linking these to improved performance with relevant examples.
      
      In mid-range responses, candidates sketched in general terms some planning considerations for individual athletes.
      
      In weaker responses, candidates identified initial planning considerations.
   2. In better responses, candidates clearly explained the relationship between periodisation and planning a training year. Candidates provided clear links between periodisation and the effect on an athlete’s performance.
      
      In mid-range responses, candidates provided the characteristics and features of periodisation, linking to how athletes would employ it in a training year. In other mid-range responses, candidates sketched in general terms the application of periodisation across the training year, incorporating relevant examples.
      
      In weaker responses, candidates identified some relevant information with reference to aspects of periodisation.
2. In better responses, candidates demonstrated a thorough knowledge of technological applications used in training innovations and equipment advances in the sporting context.
   
   These candidates made judgements concerning issues of ‘unfairness’ as a result of technology and presented clear arguments to support this. Access, availability and cost of technologies were often used to support the argument of unfairness or an uneven playing field with a range of examples, such as state-of-the-art equipment, lactate testing, training innovations and biomechanical analysis.
   
   In mid-range responses, candidates identified issues for and against the use of technology in relation to either creating increased unfairness or reducing it. Knowledge of specific technologies was sound, but the extent of the inequity as a result of technology was not well developed.
   
   In weaker responses, candidates identified some technologies, but failed to establish the extent of unfairness as a result of these being used in sport. Other responses identified the unfairness of technology with a lack of specific examples.

Question 31 – Equity and Health

1. 1. In better responses, candidates demonstrated a clear understanding of why cultural relevance and appropriateness are characteristics of an effective health-promotion strategy.
      
      In mid-range responses, candidates focused on the health-promotion strategies with little reference to cultural relevance or appropriateness.
      
      In weaker responses, candidates provided limited information with no supporting examples.
   2. In better responses, candidates demonstrated a clear understanding of how enabling, mediating and advocating are used to gain improvements in health status. They provided clear links to a population group experiencing inequalities.
      
      In mid-range responses, candidates focused on some of the actions that improve the health status of disadvantaged groups with limited examples.
      
      In weaker responses, candidates focused on generalised health promotion or the health status of disadvantaged groups.
2. In better responses, candidates clearly identified the role of the media in influencing social attributes and public policy. They provided clear links to two population groups experiencing inequities.
   
   In mid-range responses, candidates discussed the role of the media with some reference to the influence it has on social attributes and public policy. Links to the population groups were provided.
   
   In weaker responses, candidates focused on the media with little or no reference to the influence it has on social attributes and public policy. There were limited references to the population groups experiencing inequities.