2013 Notes from the Marking Centre – Personal Development, Health and Physical Education
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Personal Development, Health and Physical Education (PDHPE) course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.
This document should be read along with:
- the Personal Development, Health and Physical Education Stage 6 Syllabus
- the 2013 Higher School Certificate PDHPE examination
- the marking guidelines
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of PDHPE in Stage 6.
Section I – Part B
Candidates showed strength in these areas:
- identifying what consumers should consider before choosing complementary and/or alternative health care approaches (Q.22)
- explaining why priority health issues are identified (Q.23)
- knowing the five action areas of the Ottawa Charter (Q.24)
- describing the effect of stroke volume and cardiac output on aerobic performance (Q.25)
- identifying the range of advantages of protein supplementation and creatine supplementation (Q.27).
Candidates need to improve in these areas:
- recognising the range of indicators of morbidity and using relevant examples (Q.21)
- making clear the relationship between the action areas of the Ottawa Charter and how they address the principles of social justice (Q.24)
- identifying the range of disadvantages of protein supplementation and creatine supplementation (Q.27)
- explaining how psychological strategies can be used by athletes to enhance motivation and manage anxiety (Q.28).
Section II
Candidates showed strength in these areas:
- identifying risk and protective factors of health issues affecting young people (Q.29a)
- understanding the developmental aspects of young people (Q.29b)
- giving language examples such as metaphors and images of male and female athletes, reinforcing gender stereotypes in sport (Q.30a)
- identifying what Australian sport was like in the 19th century (Q.31b)
- understanding what skills and physical tests are used to monitor and indicate return to play (Q.31a)
- identifying the characteristics of fluid intake and acclimatisation (Q.31b)
- giving training innovations and equipment as examples of the use of technology in sport (Q.32a)
- logically sequencing a typical training session (Q.32b)
- linking factors and health inequities in different population groups (Q.33a)
- linking causal factors of health inequities (Q.33b).
Candidates need to improve in these areas:
- explaining the risk and protective factors for young people (Q.29a)
- understanding the influence of developmental aspects on young people’s priorities and values (Q.29b)
- understanding the media’s influence on perspectives of sport (Q.30a)
- identifying specific tests to allow athletes to return to play (Q.31a)
- assessing the impact of change on Australian sport in the 21st century (Q.31b)
- understanding the value of acclimatisation (Q.31b)
- understanding the relationship between ethical issues and technology (Q.32a)
- relating the elements of a training session to improving performance (Q.32b)
- understanding the relationship between population groups and health inequities (Q.33a)
- applying the social justice framework to address causal factors of health inequities (Q.33b).
NSW Government