The Year in Review: All topics & what you need to know Core1: Health Priorities in Australia Core 2: Factors Affecting Performance Option 1: Health of Young People Option 5: Equity and Health

1. 12PDHPE
Year in review

2. Core 1
Health of Australians

3. Epidemiology
Tells us: major illnesses and causes of death,
identify areas of need, determine priority areas,
monitor use of health service
Does not tell us: explain why inequities exist,
sociocultural impact on health, provide a holistic
approach, does not focus on all components of
health

4. HealthCareResponsibility

5. Medicare
Provides access to free treatment as a public
patient in public hospital
Subsidised treatment by medical practitioners
e.g. GP’s
Increases equity and access to services for
people of low SES
Broad range of high quality health care provided
including emergency health care
Availability of bulk billing
BENEFITS

6. Private Health Insurance
Choice of hospital services
Health cover while overseas
Private rooms in hospital where available
Subsidised ancillary cover e.g. physiotherapy,
chiropractic care
Shorter waiting lists for surgery
Decreased demand on public facilities
Peace of mind
BENEFITS

7. Priority Areas
Are selected according to:
• principles of social justice
• priority population groups
• prevalence of condition
• potential for prevention and early intervention
• costs to individuals and the community
SPP PIC

8. Health Priority Areas
Cardiovascular disease
Cancer (Lung, Skin, Breast)
 Injury
Mental health
Diabetes mellitus
 Respiratory Disease: Asthma

10. Health Promotion
Cardiovascular disease: Swap it, don’t stop it
Cancer (Lung, Skin, Breast): Daffodil Day
 Injury (Motor Vehicle) Don’t Rush campaign
Mental health R U OK? Day September 11th
Diabetes mellitus: National Diabetes Week: July
10-16
 Respiratory Disease: Asthma: World Asthma
Day May 1
WHY? Raise awareness. Teach skills. Encourage medical check
ups. Individuals make better decisions

11. Need to know
Why they have been selected?
Risk factors
Protective factors Balanced diet
Regular exercise
No smoking
Limit drinking
Regular check ups

12. Health Priority Populations
Aboriginal & Torres Strait Islanders
Socioeconomically Disadvantaged
 Rural & Remote
Overseas Born People
Elderly
 People with disabilties

13. Need to be able
sociocultural determinants of health, including
family, peers, media, religion and culture
socioeconomic determinants of health, including
employment, education and income
environmental determinants of health, including
geographical location, and access to health
services and technology.
Major issues – illness & diseases
Health promotion
INEQUITIES
THEY
EXPERIENCE

14. Ottawa Charter
Build healthy public policy
Create supportive environments for health
Strengthen community action for health
Develop personal skills, and
Reorient health services.
Used as a checklist for health promotion to
evaluate and monitor
Be able to relate to ANY HP
Jarkarta
Declaration?

15. Growing & Ageing
Population
Growing = migration
Ageing = less children, living longer
Need to evaluate and adapt service to meet
needs
RETRAIN, INCREASE INFRASTRUCTURE,
VOLUNTEERS
EXAMPLES??

16. Core 2
Factors Affecting Performance

17. Energy Systems
ATP-PC
LACTIC ACID SYSTEM
AEROBIC WITH
OXYGEN
• Duration
• Fuel Source
• Cause of Fatigue
• By-Product
• Recovery
• Example of activity

18. NRG Extras
Pyruvic Acid: Glycolysis breakdowns
carbohydrates into pyruvic acid and results in a
the production of two ATP molecules.
Krebs Cycle: 2nd
phase of aerobic metabolism.
That further breakdown pyruvic acid into acetyl
Cozyme A – a cataylst which produce 2 ATP
molecules and by products C02 (exhaled by
lungs) and Hydrogen which…
Eletctron Transport System a series of chemical
reactions that combines H molecules &
produced sufficient energy to power resynthesis
of ATP.

19. Types of training
4 types of training (and training methods)
• Aerobic (continuous, fartlek, aerobic interval,
circuit)
• Anaerobic (anaerobic interval)
• Flexibility (static, ballistic, PNF, Dynamic)
• Strength (isometric, isotonic, isokinetic)

20. Principles of Training
Principles
of Training
Progressive Overload
The principle of progressive
overload implies that a
training effect is produced
when the system or tissue
is worked at a greater level
that it is normally
accustomed to working
Reversibility
Principal of
training
states that
the effects of
training are
reversible
Warm up & Cool down
Warming up and cooling down
are important components of all
training and performance
sessions. The warm up aims to
prepare the body in readiness
for the activity
Variety
The principle of variety
states that athletes
need to be challenged
by not only the activity
but also by the
implementation of the
activities
Training Threshold
The principle of training
thresholds relates to
levels of exercise
intensity that are
sufficient to produce a
training effect.
Specificity
The principle of specificity
implies that the greatest gains
are made when activity in the
training program replicates the
movements in the game or
activity.

21. Physiological
Adaptations/Response to
Training
 Heart Rate
 Resting Heart Rate
 Stroke Volume
 Cardiac Output
 Oxygen Uptake
 Lung Capacity
 Haemoglobin Levels
 Muscle Hypertrophy
 Fast vs Slow Twitch Fibres

22. What you need to be able
to do…
Relate
Types of
Training
Principles of
Training
Physiological
Adaptations
GIVE EXAMPLES OF ACTUAL
ACTIVITIES

23. Motivation
Positive vs Negative
Internal vs External
Know examples, definitions

24. Anxiety & Arousal
Trait Anxiety is a person’s general level of anxiety linked
to daily living.
State Anxiety is situational, it relates to how a
person responds to a certain situation.
Arousal is a specific level of anxiety and can be
experienced prior to and during performance.

26. Inverted U
A Under-aroused
Performance may suffer from factors such as lack of
motivation, disinterest, poor concentration and inability to
cope with distractions.
B Optimal arousal
Balance between level of motivation and ability to control
muscular tension, which could be increasing as a result of
the desire to perform well.
C Over-arousal
Feelings characterised by anxiousness and apprehension,
resulting in excessive concern about performance.
Increased muscle tension, possible mental confusion as
individual tries to process messages during skill execution,
resulting in poor performance.
‘Easier’ activities or activities using more muscle groups require a higher
arousal level that needs to be sustained for length of activity

27. Factors that impact arousal
Factors that impact arousal:
• Self-expectation: how the individual expects to perform
• Expectation by others: how a person perceives others,
such as their coach or parents, expects them to perform
• Experience: which determines how the individual handles
the increased pressure at higher levels of competition
• Financial pressures: such as whether the individual's
livelihood depends on their performance
• Level of competition: whether the individual is playing a
round or a final
• Degree of difficulty: with higher levels of arousal generally
being associated with more difficult tasks
• Skills finesse: fine motor skills (for example, shooting and
balancing) generating higher levels of arousal than
produced by gross motor skills (for example, running).

28. Managing Anxiety
Techniques
 Relaxation
 Concentration
 Visualisation
 Self-Talk
Know examples & how they work

29. Nutrition
PRE
•Balanced diet
•Hydration
•Carb loading
•Tapering
DURING
•Hydrate
•Light meals
•Carbs – glycogen
•Avoid salt/high fat
POST
• Proactive
recovery
• Refuel
• Rehydrate
• Active rest
KNOW AMOUNTS & EXAMPLES OF FOODS

30. Supplements
Sufficient amount from a balanced and varied
diet but can IMPROVE PERFORMANCE
Vitamins/Minerals eg. Iron/Calcium – maximises
haemoglobin (energy)/ strengthen bones
Protein – assists recovery/ builds muscle
Creatine – maximises energy for power
movements, improves resynthesises of ATP
Caffeine – increase concentration, metabolises
fat. Improves aerobic & anaerobic function

31. Recovery
 The ability to recover after competition and training is
essential in ensuring that optimal performances can be
maintained.
 Physiological strategies: remove by-products eg. cool-
down, refuel
 Neural Strategies replenish nervous system eg.
hydrotherapy, massage
 Tissue Damage Strategies aim to minmise tissue damage
& promote healing eg. Crynotherapy (ice bath), hot/cold
immersion
 Psychological Strategies disengage the athlete from
performance to reduce anxiety eg. relaxation, meditation

32. Skill Acquisition
Cognitive
Associative
Autonomous
KNOW CHARACTERISTICS OF EACH & TYPES OF
PRACTICE

33. Nature of Skill
Open vs Closed skills
Gross vs Fine
Discrete, serial, continuous
Self paced vs externally paced
Be able to classify specific sport skills

34. Practice Methods
Massed practice is preferable for:
• highly skilled performers
• highly motivated performers.
Distributed practice is preferable for:
• the novice
• in situations where energy demands are high
• when the task is difficult or boring.
FOR TRAINING
SESSIONS

35. Practice Methods
Whole method
• practising a skill in its entirety
eg. softball serve
Part methodis preferable for:
• breaking the skill in to sub-skills and
teaching parts individually before bringing
it togethers eg. volleyball serve
FOR TEACHING
SKILLS

36. FEEDBACK
Feedback provides information about the
performance that allows the learner to adjust and
improve or continue efficient performance.
PURPOSE
reinforcing the correct or desired response
motivating the performer to improve or maintain
the performance
correcting the action as a result of information
received about the errors.

37. TYPES OF FEEDBACK
Internal (come from individual) vs External
(comes from external source)
Concurrent (during performance) vs Delayed
(after performance)
Knowledge of Results (numbers) vs Knowledge of
Performance (looks)
KNOW EXAMPLES, WHEN TO USE – MOST EFFECTIVE,
TYPES OF LEARNERS

38. Characteristics of skilled
performer
Kinesthetic Sense
Anticipation
Consistency
Technique
Mental Approach/Confidence
TACCK

39. Objective vs Subjective
Performance methods
Objective performance measures are those that
involve an impartial measurement, that is,
without bias or prejudice. Eg. stopwatch, criteria
Subjective performance measures are influenced
by the observer's personal judgment of how the
skill was performed eg. judges
High jump measurements are highly objective
whereas appraising sports like karate require
interpretation of special rules thus subjective
Recognise tests/results/evaluations as either
subjective or objective

40. You can make them more
objective
measurement systems - electronic timers or
touchpads
checklists - that list elements required in the
performance e.g. style and technical
components
rating scales - a degree-of-difficulty sheet that
provides a marking scale for movements
established criteria - a set of rules, procedures or
guidelines of how to assess the performance.

41. TESTS MUST BE…
VALID AND RELIABLE
Validity refers to a test's ability to measure what it is
meant to. The validity of a test can be reinforced
by comparing the results with expected values or
standards tables.
Reliability refers to the ability of a test to reproduce
similar results when conducted in similar situations
and conditions. Reliability in testing can be
improved by the use of similar procedures,
conditions and equipment as originally prescribed
KNOW TYPES OF TESTS & BE ABLE TO JUSTIFY

42. Personal vs Prescribed
Criteria
 A personal judging criterion involves the judge
using their ideas, feelings, opinions, expectations
and experiences to make an assessment of a
performance. The assessment is not based on data,
but rather the judges' view and is frequently used
such as when coaches select teams. This method of
assessment is often totally subjective and is open to
discrepancy and criticism.
 Prescribed judging criteria uses a set of guidelines
or checklist established by a governing body of that
sport. The more rigorous the criteria, and the more
competent the judges in applying the criteria, the
more objective is the appraisal

43. Option 1
Improving Performance

44. Nature of Young People’s
lives
Developmental stage: motivation, values,
sociocultural, SES
Family & Peers: Beliefs, values, dependence $$
Prevailing youth culture: identity, connectedness,
belonging
Influence of global events: technology, impact
on society – behaviours.
Know examples
Link to impact on YP

45. Determinants of Health
Individual: Genetics, Knowledge, Skill
Sociocultural: Peers, Family, Media
Socioeconomic: Education, Employment,
Income
Environment: Geographic location, technology
Be able to compare
Risks & protective factors

46. Health issues that impact YP
Mental health
Body Image
Alcohol consumption
Violence
Road Safety
Sexual Health
Gambling
Cyberbullying
Party crashes
• Nature
• Extent
• Risk & protective
Factors
• Coping skills

47. Skills & Actions to enable
young people to attain
better health?
Building positive self concepts
Building a sense of connectedness
Resilience
Health literacy & accessing help
Communication skills
Community service & involvement
Creating a sense of future
Apply to health
issues
Explain why?!

48. Option 5
Equity & Health

49. Factors that create health
inequities
Daily Living Conditions
Quality of early years of life
 Genetics & Environment (Nature vs. Nurture)
 Socioecomic status of parents
 Sociocultural factors
Access to transport
Socioeconomic factors
 Access/level of education
 Occupation/income
 Know issues/extent
 Support network
 Apply health
determinants
 Health promotion
initiative

50. Populations that experience
inequities
ATSI
People living in rural and geographically remote
locations
Culturally and Linguistically diverse backgrounds
Incarcerated
Homeless
People living with HIV/AIDs
The aged
 Know issues/extent
 Support network
 Apply health
determinants
 Health promotion
initiative (Government
strategy)

51. Social Justice Framework
Empowering individuals in disadvantaged
circumstances
Empowering disadvantaged communities
Improving access to facilities services
Encouraging economic and cultural change
Apply to health
issues & inequity
populations