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2014 Notes from the Marking Centre – Personal Development, Health and Physical Education


This document has been produced for the teachers and candidates of the Stage 6 Personal Development, Health and Physical Education course. It contains comments on candidate responses to the 2014 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:

Section I

Part B

Candidates showed strength in these areas:

  • sketching in general terms about two groups most at risk of cardiovascular disease (Q.21)
  • explaining the nature and extent of health inequities within Australia for one group other than Aboriginal and Torres Strait Islanders (Q.23)
  • demonstrating understanding of the post-performance dietary considerations of an endurance athlete (Q.25)
  • providing the characteristics of the two anaerobic energy systems, showing differences and/or a similarity (Q.27).

Candidates need to improve in these areas:

  • demonstrating the responsibilities of the three levels of government for the delivery of health services in Australia (Q.22)
  • explaining why individuals, communities and governments should work in partnership on health promotion initiatives (Q.24)
  • making evident how anxiety and arousal differ in terms of their effect on athletic performance (Q.26)
  • explaining how, with relevant examples, the appraisal of skill and performance attributes can be valid and reliable (Q.28).

Section II

Candidates showed strength in these areas:

  • showing through epidemiological evidence how the health of young people is similar to and different from that of other age groups in the population (Q.29 (a))
  • demonstrating understanding of the legislation and public policies that affect the health of young people (Q.29 (b))
  • linking physical activity to a traditional Indigenous lifestyle (Q.30 (a))
  • identifying examples of successful athletes as role models for Indigenous people (Q.30 (a))
  • identifying the effects of commodification of sport (Q.30 (b))
  • making judgements about the effectiveness of taping to prevent sports injuries (Q.31 (a))
  • providing reasons for using rehabilitation procedures to manage sporting injuries (Q.31 (b))
  • understanding the different types of training in a variety of sports, with specific examples (Q.32 (a))
  • providing characteristics of the periodisation phases to be included in a training year (Q.32 (b))
  • providing relevant examples to support the response (Q.32 (b))
  • identifying and explaining the terms ‘enabling’, ‘mediating’ and ‘advocating’ (Q.33 (a))
  • linking media impact and Australian government interventions (Q.33 (b)).

Candidates need to improve in these areas:

  • understanding social actions and the extent to which they affect the health of young people (Q.29 (b))
  • understanding the impact that physical activity and participation in sport have on Indigenous identity (Q.30 (a))
  • drawing out the effects and consequences of commodification of sport using specific Australian sporting examples (Q.30 (b))
  • identifying the role of preventative taping in reducing sports injuries (Q.31 (a))
  • providing justifications about why rehabilitation procedures are effective in managing sporting injuries (Q.31 (b))
  • providing evidence of how types of training improve performance in a variety of sports (Q.32 (a))
  • supporting arguments for the inclusion of periodisation phases in the training year (Q.32 (b))
  • linking ‘enabling’, ‘mediating’ and ‘advocating’ to the health needs of disadvantaged Australians (Q.33 (a))
  • linking different population groups and making a judgement about the impact of media and interventions on these groups (Q.33 (b)).
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