3 HS HSC 2020 Head Head Star art t Lec ectur ture PD - - PowerPoint PPT Presentation

3

HS HSC 2020 Head Head Star art t Lec ectur ture

PD PD/H/PE: PE: Cor

Core Top

• pics Introd
• duction
• n

Presented by: Lucy DaSilva

Who Am I?

Graduated in 2017 with an ATAR of 97.70

• Mathematics
• English Advanced
• Biology
• Music 1
• PDHPE

My subjects: State rank 5th for PDHPE 2017 Currently studying Advanced Bachelor of Nursing at Sydney University J

Overview of the session

CORE 1: Health Priorities In Australia Break CORE 1: Finish CORE 2: Factors Affecting Performance Break CORE 2: Finish STUDY TIPS

Structure of Trial and HSC exams

3 hour exam! SECTION I – 60 marks Part A – 20 multiple choice questions Part B – Short answer question – 40 marks SECTION II – 40 marks Two options MAKE SURE YOU ANSWER THE RIGHT QUESTIONS – KNOW YOUR OPTION!

8

Health Priorities in Australia

Core 1

Key:

Purple = examples Red = important

Bold = syllabus dot point/dash

• 1. How are priority issues for Australia’s health identified?

Dot point Dash

• 1. How are priority issues for Australia’s health identified?

• Role of epidemiology
• Epidemiology à the study of patterns and causes of health and disease in

populations AND the application of these studies to improve health.

• Measures of epidemiology
• Life expectancy: Average number of years a given gender is expected to live
• 84.5 female and 80.4 male
• Mortality rate: number of deaths in a given time
• Mortality rate of injuries is decreasing
• Infant mortality rate: number of deaths in infants <1 year old, per 1000

births

• Decreasing in Australia but higher in Aboriginal and Torres Strait Islander Peoples.
• Morbidity rate: level of disease/injury/illness

à Prevalence: no# cases à Incidence: no# new cases

• Measuring Health Status

• Measuring Health Status

… don’t forget the RHS of the syllabus!

• What can epidemiology tell us?
• Basic health status and major causes of disease
• Inequities between groups by comparing results
• Identify areas of priority
• Evaluate effectiveness of treatments
• Who uses these measures?
• Everyone! à Measures are used to inform decision making of many groups including:

Government, NGO’s, manufacturers of health products or services and individuals.

• Do they measure everything about health status?
• No. There are limitations: very objective (doesn’t consider quality of life), and very observational

(doesn’t tell us why certain trends are occurring, however does give good insight).

• 1. How are priority issues for Australia’s health identified?

• Social Justice Principles (3)
• EQUITY

Resources allocated fairly for equal opportunity. In cases of inequity, more resources allocated to those disadvantage to create equity e.g. Medicare, bulk billing, PBS

• DIVERSITY

Acknowledgement that population is made up of different groups, cultures and languages with diverse health needs e.g. Medicare available to ALL citizens, immunisation pamphlets available in different languages.

• SUPPORTIVE ENVIRONMENTS

Ensuring all Australians are supported in their right to access services and be healthy. Social Justice Principles are the influencers and goals of identifying health

• priorities. If social justice not attained within a health issue = prioritised.

Identifying priority Health issues

• Priority population groups
• Understanding that some population groups suffer greater health

inequities than others, therefore need to prioritise these groups and their health issues. WHY? to achieve better health outcomes for Australia.

• Prevalence of condition
• How common the health issue is (the more common, the more we want

to prioritise). WHY? To reduce prevalence and improve health

• utcomes.
• Potential for prevention and early intervention
• Much more efficient to prevent and intervene with illness than it is to

cure and treat diseases. Hence, we want to prioritise health issues that can be prevented or intervened. Prevention: immunization, campaigns, good diet Intervention: mammograms, skin checks/screenings

• Identifying Priority Health Issues

• Cost to individual and community
• How are issues identified? High cost = identified to prioritise.
• WHY? to reduce financial and time costs (direct) and burdens (indirect).
• Community: DIRECT – treatment and caring costs billions of dollars.

INDIRECT – finding replacements in workplaces.

• Individual: DIRECT – financial, time for appointment.

INDIRECT – emotional trauma, mental health of carers etc.

• Identifying health priority issues continued…

• 2. What are the priority issues for improving Australia’s health?

• 2. What are the priority issues for improving Australia’s health?

• Nature and extent
• Lower life expectancy
• Higher mortality rates
• More likely to describe their health as poor
• Overall Aboriginal and Torres Strait Islander Peoples have extensive

health gap

Aboriginal and Torres Strait Islanders:

TIP: Nature = describe what Extent = trend

• The Determinants
• Sociocultural

Family, friends, peers, media, culture and religion

• Higher rates of domestic violence
• Some adults associate with a clan – therefore language barriers
• Socioeconomic

Education, employment and income

• Within lower income bracket
• Lower health literacy = increased participation of risky behavior such as

smoking

• Environmental

Geographical location

• Many Aboriginal and Torres Strait Islander peoples live in rural areas =

decreased access

• The roles of individuals, communities and

governments in addressing health inequities

Individual Community Governments Responsible for own health

• Access information
• Lead healthy lifestyle
• Participating in health

promotion Communities, elders and leaders involved in “Close the Gap” programs. AIME à tutoring and education for Aboriginal and Torres Strait Islanders to address education inequities Creating policy Funding Research

• 2. What are the priority issues for improving Australia’s health?

• Nature of the problem = what is it?
• Coronary heart disease
• Atherosclerosis – main cause of CVD (build up of plaque, narrowing the

arteries)

• Cerebrovascular disease (stroke)
• Extent of the problem = trends
• 2x higher in males
• People over 65 more at risk
• Single leading cause of death in Australia

CVD

• Risk and protective factors
• Groups at Risk
• Smokers
• Overweight/ Obese
• Aboriginal and Torres Strait

Islanders

• People with high blood

pressure and high cholesterol

• Males
• Elderly
• Socioeconomically

disadvantaged

CVD continued…

Modifiable Risk Factors Non Modifiable Risk Factors Protective factors

• Smoking
• High salt and fat diet
• Overweight
• Sedentary lifestyle
• Hypertension (high blood

pressure)

• Age
• Hereditary
• Gender

Opposite of modifiable risk factors

• Healthy diet, low in salt and fat
• Regular exercise
• Not smoking/quitting
• Managing stress

• Determinants
• Socioeconomic
• High levels of education, means awareness of detriments of risky behaviours

and thus less likely to develop a CVD

• Lower income = lower health outcomes (social gradient) as their accessibility

is lower, and education also generally lower

• Sociocultural
• Growing up in family who smoke
• Peer pressure to smoke/ easy to eat poorly
• Men more likely to ignore symptoms
• Environmental
• People living in rural areas have higher mortality rates of CVD due to slower

speed of accessing immediate medical attention

• Less access to overall services

CVD continued…

• 2. What are the priority issues for improving Australia’s health?

Australia’s population is growing and ageing (decreased birth rate and increased life expectancy) à increased prevalence of chronic disease (elderly are more susceptible)à increased demand for health services.

• Healthy Ageing
• A process that includes behavior and choices that positively affect health

and reduce risk factors for chronic disease. = economic growth – stay in work force longer = decreased strain on health services by elderly

• Growing and ageing population

• Increased population with chronic disease and

disability

• Chronic disease = long time with disease = increased population with

chronic disease

• Sedentary lifestyle increase with technology, leading to more chronic

diseases (obesity, diabetes etc.)

• Therefore more support is needed as living with an ailment can have

significant impact on daily life

• Demand for health services and workforce

shortages

• Growing and ageing population = increased population with chronic

disease = increased demand on health services

• Increased number living in aged care
• Increased demand for facilities and aged care facilities = requirement
• f more workforce training and recruitment in these areas
• GROWING AND AGEING POPULATION

• Availability of carers and volunteers
• Carer: person providing informal assistance – usually family member or
• friend. Sometimes can be formal, hired and paid.
• Carers NSW
• Family members/friends
• Volunteer: member of community who offers their services to others

who need it (unpaid)

• Anglicare
• Nursing on wheels
• Alzheimers Australia

Greater demand for both these roles, and availability is not where it needs to be.

• GROWING AND AGEING POPULATION

• 3. What role do health care facilities and services play in

achieving better health for all Australians?

• 3. What role do health care facilities and services play in

achieving better health for all Australians?

• Range and types of health facilities and services
• Hospitals (public and private), Primary care (GPs, nurses, dental), Public

(screenings, immunisations) and Specialised (mental, reproductive, skin etc.)

• Responsibility for health facilities and services
• Federal – Funding through taxation, National health programs such as

Medicare and the Pharmaceutical Benefits Scheme and research

• State – provision of health public hospitals, development of health

promotion activities e.g. overseeing immunisation, regulation monitoring

• Local – implementation of health promotion activities e.g.

immunisations, sporting competitions, responsible for community hygiene and waste removal

• Health Care in Australia

2015 Questions 24 To what extent is access to health care facilities and services equitable for all Australians? 8 Marks ANSWER: To a moderate extent…

?? Past hsc question ??

• Equity of health services
• Achieved by: Medicare, PBS, health promotion initiatives such as swap it

don’t stop it à allows all Australians basic level of health care, is diverse and for everyone.

• However…

there are some barriers to equity:

• Cost – some out of pocket expenses not covered
• Long waiting periods due to decreased availability of health

workers and increased demand of health services

• Language, religion, culture and geographic location hinder equitable

access, TV access to promotion initiatives.

• To overcome: Medicare locals à after hours walk in clinics, supporting

mobile GP’s

• HEALTH CARE IN AUSTRALIA CONT…

• Health care expenditure Vs early intervention and prevention

expenditure

• Prevention is cheaper and more effective than cure as it targets risk

factors and behaviours by promoting health rather than treating with expensive technologies, procedures and medications.

• Prevention targets a wide range of people where as treatment focuses
• n the one person.
• However health promotion does not take immediate effect, and has long

term impacts, hence there is hesitation to reallocate funds from health care toward health promotion. e.g. tobacco initiatives, tax increase and policies Vs lung transplant.

• HEALTH CARE IN AUSTRALIA CONT…

• Impact of emerging new treatments and technologies on

health care

+ improves early detection, prevention and thus life expectancy and quality

• f life, advances in treatment and reduces recovery time and are less

invasive

• Expensive, increase health care expenditure and long terms effects

unknown e.g. MRI, vaccination, keyhole surgery, lasers, screenings

• HEALTH CARE IN AUSTRALIA CONT…

• Health insurance: Medicare and Private health insurance
• HEALTH CARE IN AUSTRALIA CONT…

RHS syllabus Advantages Disadvantages Medicare ü Broad range of high quality health care ü Choice of GP ü Affordable/ subsidized or bulk billing ü Equitability: all have access

• Some important services only partially

covered or not at all

• Waiting lists
• Limitations of choices due to availability
• f covered services

• Health insurance: Medicare and Private health insurance
• HEALTH CARE IN AUSTRALIA CONT…

RHS syllabus Advantages Disadvantages Medicare ü Broad range of high quality health care ü Choice of GP ü Affordable/ subsidized or bulk billing ü Equitability: all have access

• Some important services only partially

covered or not at all

• Waiting lists
• Limitations of choices due to availability
• f covered services

Private Health Insurance ü Access to ancillary benefits (physio, dentist, optical) not covered by Medicare ü Superior comfort in surgery and wards ü Choice of surgeon ü Elective surgeries with smaller waiting list ü Choice of public or private hospital care ü Rebates given by government

• Costly
• Premiums must be paid regardless of

level of use

• Out of pocket expenses may still occur

• 3. What role do health care facilities and services play in

achieving better health for all Australians?

• Reasons for growth of complementary and alternative
• Persuasive marketing
• Traditional not working
• Holistic in nature
• Changes in demographic – multicultural: may appeal to certain cultures
• Range of products and services
• Acupuncture à inserting needles to help migraines and joint pain
• Aromatherapy à essential oils for massage, bath and holistic treatment
• Naturopathy à Holistic treatment aiming to naturally treat underlying

causes

• Complimentary and alternative health care

approach

• How to make informed consumer choices
• Research, Select, Reassess
• Research: ask someone who has used it, ask someone qualified,

research online, checking procedures, success rates and risks. Research the person performing the procedure, know costs and side

• effects. There is a lot of ambiguity and unknowns revolving around

alternative and complimentary health services so research has to be thorough.

• After selecting, it is important to reassess the effectiveness and

determine if it is meeting your needs.

• Useful resource: Australian Natural Therapist Association, which has

a list of all practitioners who are accredited and have signed a code of ethics.

• Complimentary and alternative health care

approach

What actions are needed to address Australia’s health priorities?

• Developing Personal Skills à Education and development of knowledge

and skills, aimed at positively modifying behaviours and empowering individuals to make informed decisions e.g. PD/H/PE, kids alive do the five “teach your kids to swim”

• Creating Supportive Environments à Providing care and support for people

in various settings such as work and school. Within environments supportive of positive health behavior, individuals are better able to make positive health decisions e.g. school speed zones, not hat no play, no smoking areas

5 action areas

D – Dead C – Cats S – Smell R – Really B – Bad

• Strengthening Community action à Encouraging communities to

increase participation in decisions, planning and implementing strategies to improve health e.g. mother and babies groups, walking groups, self help groups

• Reorienting Health Services à Refocusing health services toward

prevention and health promotion rather than just ‘cure’. E.g. free screenings for skin and breast cancer

• Building Healthy Public Policy à Encouraging policy makers to

incorporate health into all policy and legislations. E.g. RBT legislations, kids alive do the five “ fence the pool” and smoking bans

5 action areas

2010 Question 22 (a) Describe TWO action areas of the Ottawa Charter. 4 Marks

?? HSC Question ??

?? HSC Question ??

?? HSC Question ??

What actions are needed to address Australia’s health priorities?

• Levels of responsibility for health promoWon
• Federal government – build public health policy, develop

infrastructure, fund health promoPon

• State government – implement public health policy,

delivering adequate health services, endorse health promoPon iniPaPves

• Local government – work closely with the community to

implement health promoPon iniPaPves

• CommuniPes – strong community acPon à communiPes

work together to improve their health – implement health promoPon in schools and local communiPes

• Individuals – developing personal skills
• Health Promotion

51

BREAK TIME! Come ask questions J

ATAR Notes HSC! Check out our range of notes and topic tests outside!

• How health promotion based on the Ottawa Charter promotes

Social Justice

Developing Personal Skills (knowledge, skills, empowerment for decisions)

Equity = ALL Diversity Supportive Environments ALL people should have access to education and gain a level of health literacy to be empowered and make informed decisions, promoting equity. e.g. mandatory PD/H/PE Programs should develop skills and improve knowledge and implemented in a way that caters for the diversity of the population e.g. information pamphlets in different languages Individual development of personal skills allows positive influence on

• thers creating supportive

environments e.g. mothers who learn good diets and lifestyles can facilitate supportive environments for children.

• How health promotion based on the Ottawa Charter promotes

Social Justice

Reorienting Health Services (change from cure to prevention)

Equity = ALL Diversity Supportive Environments Providing free or subsidized screenings to ALL Australians, via Medicare promotes prevention and equity. Ensuring promotion for screening and preventative initiatives such as immunisations are advertised in multiple languages to promote diversity. Immunisations in schools to prevent spread of disease in school and create a safe and supportive environment for learning.

• EQUITY
• ALL people
• Fair
• Same for everyone (Medicare, mandatory PD/H/PE in high school)
• DIVERSITY
• Accounting for languages (pamphlets, translators, websites)
• Culture (choice of doctors)
• Differences
• SUPPORTIVE ENVIRONMENTS
• Facilitating of health (parks and walkways to support exercise)
• Discrimination free (policies)
• Safe (immunisation for schools, smoke free zones)

Think:

?? Hsc question ??

?? Hsc question ??

Explain how health promotion based on the Ottawa Charter promotes Social Justice. Intro: ANSWER the question Introduce all 5 action areas Introduce all 3 Social Justice Principles Paragraphs x 5 Define action area Explain with EXAMPLES of health promotion how this action area has promoted equity, diversity and/or supportive environments (table). Linking sentence to question – It is clear, through different strategies, health promotion based on the action area developing personal skills, promotes Social Justice. Conclusion Wrap it up, punchy explanation summary sentences (Similar to linking sentences)

? HSC QUESTION ?

• How health promotion based on the Ottawa Charter promotes

Social Justice

Developing Personal Skills (knowledge, skills, empowerment for decisions) Reorienting Health Services (change from cure to prevention)

Equity = ALL Diversity Supportive Environments ALL people should have access to education and gain a level of health literacy to be empowered and make informed decisions, promoting equity. e.g. mandatory PD/H/PE Programs should develop skills and improve knowledge and implemented in a way that caters for the diversity of the population e.g. information pamphlets in different languages Individual development of personal skills allows positive influence on

• thers creating supportive

environments e.g. mothers who learn good diets and lifestyles can facilitate supportive environments for children. Equity = ALL Diversity Supportive Environments Providing free or subsidized screenings to ALL Australians, via Medicare promotes prevention and equity. Ensuring promotion for screening and preventative initiatives such as immunisations are advertised in multiple languages to promote diversity. Immunisations in schools to prevent spread of disease in school and create a safe and supportive environment for learning.

Partnerships = Sharing resources

• Shared responsibility = more time efficient for

health promotion initiatives

• Increases access to expertise and resources
• Community and NGO involvement means policy and

health promotion will be targeting actual needs of population

• Governments provide research and funding
• Individuals such as stakeholders invest money but

also partake in initiatives, underpinning success, evaluation and future improvements OC provides a framework upon which health initiatives can focus, meaning a more directed and goal focused initiative, increasing the likelihood of positive and widespread impact in terms of health behaviour. The significant benefits of basing health promotion off the Ottawa Charter are strongly demonstrated by initiatives such as ‘Close the Gap’ and the ‘NSW Tobacco Strategy’.

Partnerships = Sharing resources

• Shared responsibility = more time efficient for

health promotion initiatives

• Increases access to expertise and resources
• Community and NGO involvement means policy and

health promotion will be targeting actual needs of population

• Governments provide research and funding
• Individuals such as stakeholders invest money but

also partake in initiatives, underpinning success, evaluation and future improvements OC provides a framework upon which health initiatives can focus, meaning a more directed and goal focused initiative, increasing the likelihood of positive and widespread impact in terms of health behaviour. The significant benefits of basing health promotion off the Ottawa Charter are strongly demonstrated by initiatives such as ‘Close the Gap’ and the ‘NSW Tobacco Strategy” EXAM TIP: Example of justifying

What actions are needed to address Australia’s health priorities?

Close the Gap National Tobacco Strategy

2010 Question 22 (b) Argue the benefits of applying the Ottawa Charter to one health promotion initiative 8 marks

?? HSC Question ??

Developing Personal Skills

• Education campaigns, focusing on anti-tobacco messages,

informs population about risky behavior and allows them to make an informed decision

• E.g. Smoking kills advertisements

Creating Supportive Environments

• Cessation (quitting) services, the initiative aims to create an

environment supportive for quitters, making it easier to quit and prevent lung cancer

• E.g. IQUIT hotline, enables smokers to call and seek support

National Tobacco strategy

Strengthening Community Action

• This initiative develops strategies with many communities to

reduce smoking, community discussion about quitting and also members of community enforcing the strategies such as smoking free zones implemented by the National Tobacco Strategy. Reorienting Health Services

• Training health workers to focus on the strategies implemented

by the National Tobacco, by focusing on quitting with patients in order to prevent lung cancer

• E.g. doctors or nurses talking with patients

National Tobacco strategy

Building Healthy Public Policy

• National Tobacco Strategy’s partnership with the Government,

implementing policy to reduce the prevalence of smoking and thus subsequent diseases such as lung cancer and cardiovascular diseases

• E.g. No smoking areas, tax, plain packaging

National Tobacco strategy

Which of the following initiatives is an example of building public policy as characterised by the Ottawa Charter? (a) Students walking or cycling to school (b) Financial grants for community sport teams (c) PDHPE classes for all children in Years K-10 (d) A doctor prescribing exercise for patients at risk of diabetes

Building Healthy Public Policy

• National Tobacco Strategy’s partnership with the Government,

implementing policy to reduce the prevalence of smoking and thus subsequent diseases such as lung cancer and cardiovascular diseases

• E.g. No smoking areas, tax, plain packaging

National Tobacco strategy

Which of the following initiatives is an example of building public policy as characterised by the Ottawa Charter? (a) Students walking or cycling to school (b) Financial grants for community sport teams (c) PDHPE classes for all children in Years K-10 (d) A doctor prescribing exercise for patients at risk of diabetes

2010 Question 22 (b) Argue the benefits of applying the Ottawa Charter to one health promotion initiative 8 marks à 5 paragraphs à More than just definitions and examples… linking sentences (it’s asking you to argue – you need to be persuasive)!! e.g. It is evident the Ottawa Charter action area, Developing Personal Skills, significantly benefits health promotion initiatives by…[insert example that proves your point]…

?? HSC Question ??

68

Factors Affecting Performance

Core 2

1.How does training affect performance?

Systems: ATP/PC Alactacid (anaerobic) Lactic acid (Anaerobic) Aerobic

• Energy systems

Doesn’t use

• xygen

Doesn’t use

• xygen

Uses oxygen

Systems: ATP/PC Alactacid (anaerobic) Lactic acid (Anaerobic) Aerobic Process ATP breaks into ADP to release energy CP breaks down to provide a P to turn ADPàATP (ADP + P = ATP)

Glycolysis - glucose and glycogen break down to synthesise ATP, which releases energy

Oxygen allows production of ATP from chemical reactions involving carbohydrates, fats and proteins

• Energy systems

Systems: ATP/PC Alactacid (anaerobic) Lactic acid (Anaerobic) Aerobic Process ATP breaks into ADP to release energy CP breaks down to provide a P to turn ADPàATP (ADP + P = ATP)

Glycolysis - glucose and glycogen break down to synthesise ATP, which releases energy

Oxygen allows production of ATP from chemical reactions involving carbohydrates, fats and proteins

• Energy systems

Creatine Phosphate (PC) donates a P to turn ADP into ATP

Systems: ATP/PC Alactacid (anaerobic) Lactic acid (Anaerobic) Aerobic Process ATP breaks into ADP to release energy CP breaks down to provide a P to turn ADPàATP (ADP + P = ATP)

Glycolysis - glucose and glycogen break down to synthesise ATP, which releases energy

Oxygen allows production of ATP from chemical reactions involving carbohydrates, fats and proteins Fuel source PC phosphocreatine/creatine phosphate

• Glucose in blood
• Glycogen (stored)

Carbohydrates Fats Proteins

• Energy systems

Systems: ATP/PC Alactacid (anaerobic) Lactic acid (Anaerobic) Aerobic Process ATP breaks into ADP to release energy CP breaks down to provide a P to turn ADPàATP (ADP + P = ATP)

Glycolysis - glucose and glycogen break down to synthesise ATP, which releases energy

Oxygen allows production of ATP from chemical reactions involving carbohydrates, fats and proteins Fuel source PC phosphocreatine

• Glucose in blood
• Glycogen (stored)

Carbohydrates Fats Proteins Efficiency of ATP production

• Supply is very limited
• Only enough for one explosive

movement and short period of time

• Requires large amounts of

glucose to make ATP

• Produces 3 molecules of

ATP from 180g of glycogen

• Most efficient
• Produces 38 molecules of

ATP from 180g of glycogen

• Energy systems

Systems: ATP/PC Alactacid (anaerobic) Lactic acid (Anaerobic) Aerobic Duration 10-15 seconds (95-100% max effort) 30-60secs (max effort) 3mins (75-80%) Virtually unlimited until fuel source depleted

• Energy systems

Systems: ATP/PC Alactacid (anaerobic) Lactic acid (Anaerobic) Aerobic Duration 10-15 seconds (95-100% max effort) 30-60secs (max effort) 3mins (75-80%) Virtually unlimited until fuel source depleted Cause of fatigue Depletion of PC Lactic acid build up in muscles Glycogen, glucose, fats and proteins all used

• Energy systems

Systems: ATP/PC Alactacid (anaerobic) Lactic acid (Anaerobic) Aerobic Duration 10-15 seconds (95-100% max effort) 30-60secs (max effort) 3mins (75-80%) Virtually unlimited until fuel source depleted Cause of fatigue Depletion of PC Lactic acid build up in muscles Glycogen, glucose, fats and proteins all used By-products Heat Lactic Acid CO2 and H2O

• Energy systems

Systems: ATP/PC Alactacid (anaerobic) Lactic acid (Anaerobic) Aerobic Duration 10-15 seconds (95-100% max effort) 30-60secs (max effort) 3mins (75-80%) Virtually unlimited until fuel source depleted Cause of fatigue Depletion of PC Lactic acid build up in muscles Glycogen, glucose, fats and proteins all used By-products Heat Lactic Acid CO2 and H2O Recovery 2-5 minutes 20 mins-2hrs 24-48hrs Sports

• Weight lifting
• High jump
• Sprints
• 400m running
• 100m swimming
• Cycling 1km
• Triathlon
• Marathon
• 1500 swimming
• Energy systems

• Progressive overload – Gains occur when training load > normal,
• therwise plateau. E.g. increase reps, sets and decrease rest
• Reversibility – “detraining effect” don’t use it, you lose it. Athletes

try to prevent this.

• Specificity – Adaptations are more effective if they are relevant to

the sport. E.g. sprinter training in the anaerobic zone doing anaerobic interval training

• Principles of training

• Variety – change setting, type of training, different machines for

weight training, to prevent boredom and unmotivated athletes

• Training thresholds – When passed, adaptations and new level of

training achieved.

• Aerobic threshold – 70%MHR: when passed, increased efficiency of

carbohydrate use, and pumping blood and O2 to working muscles

• Anaerobic threshold – 85%MHR: when passed, increase ability to remove

lactic acid therefore longer sustain the intensity

• Warm up and cool down
• Principles of training

1.How does training affect performance?

• Resting heart rate – number of contractions the heart makes per

minute at rest.

• Untrained = 70bpm Vs. Trained = 40-50bpm
• Stroke volume – volume of blood pumped out of the left ventricle

per beat.

• Training increases strength of heart muscle and therefore increased stroke

volume.

• Cardiac output – HR x SV, total volume of blood pumped by the

heart per minute.

• At submaximal exercise levels, little difference between trained and
• untrained. At maximal level trained athlete has increased CO than

untrained.

• Physiological Adaptations in response to

training

• Haemoglobin level – Protein in blood that binds to and transports

O2 to working muscles

• Levels increase with training (especially altitude training), meaning more
• xygen delivered and athlete can maintain a higher average speed
• O2 Uptake – the amount of O2 the body absorbs in 1 min
• Aerobic training increases O2 uptake = more available for ATP production

during aerobic exercise

• Lung Capacity – no significant change with training
• Muscle Hypertrophy - Growth in muscle cell and mass, no change

in length

• Physiological Adaptations in response to

training

• Effect on fast/slow twitch fibres
• The amount of each type of fibre will depend on the function of a
• muscle. Long distance runners may recruit more slow twitch

muscle fibres and sprinters may recruit more fast twitch muscle fibres.

• Type I: SLOW, aerobic, red, large number of capillaries, lots of oxygen

delivery

• Type II a: FAST and SLOW, anaerobic, white, some capillaries, more ATP and

PC

• Type II b: FAST, anaerobic, white, very few capillaries, more ATP and PC
• Physiological Adaptations in response to training

• Make anacronyms/ mnemonic to memorise your syllabus!
• make a word out of the starting letters
• OR make up a memorable sentence using starting letters matching each

dash

• E.g.
• It is up to you to memorise what it stands for!

!! STUDY TIP !!

Haemoglobin level Oxygen uptake/lung capacity Muscle hypertrophy Effect on fast/slow twitch fibres Resting heart rate Stroke volume and cardiac output

87

E.g. 2 Rearrange the letters to allow your sentence to make sense, just make sure all letters are included! Sarah Roberts Watches TV Programs Take a productive break from studying by making up some of these, work through your syllabus writing all over it and making up funny and memorable mnemonics. This will help you memorise your entire syllabus! Making them up is the easy part – don’t forget to spend time memorizing them (I did this by writing it over and over and over again until it stuck).

How can psychology affect performance?

• Positive and Negative

Positive

• Reward for good performance. Athlete desires to succeed (is motivated)

to get the reward – feeling happy (intrinsic) or trophy/money (extrinsic) Negative

• Punishment for poor performance. Athlete desires to succeed (is

motivated) to avoid punishment or undesirable consequences – feeling sad or disappointed (intrinsic) or being yelled at/ 100 push ups (extrinsic).

• Intrinsic and Extrinsic

Intrinsic – comes from within - feelings Extrinsic – External reward or punishment: enhances motivation when intrinsic is lacking.

• Motivation

• Trait and State anxiety
• Trait: characteristic of a person – displays high levels of anxiety about an

upcoming event

• State: anxiety that arises in a situation e.g. penalty kick
• Sources of Stress
• Upcoming events, training goals, overcoming injury, overcoming new

challenges, consequences of failing etc.

• Optimum Arousal
• Is a mental state required for performance success
• Different levels of arousal needed for different sports e.g. a low arousal

would be optimal for fine motor sports such as archery and high arousal

• ptimal for demanding sports, requiring stamina such as triathlon.
• For high optimum arousal: Use of ‘pump up’ music, caffeine, sugar, intense

warm up, visualization

• For low optimum arousal: breathing, meditation, mental rehearsal, relaxing

music

• Demonstrated by inverted U hypothesis
• Anxiety and arousal

Inverted u hypothesis

Explain the difference between anxiety and arousal in terms of the effects on performance? (4 marks) Anxiety is associated with fear and refers to the excessive stress revolving around performance. There are two types of anxiety, trait – which refers to the individuals characteristic anxiety regardless of situations, and state, which is anxiety about a specific situation. High anxiety can cause unsteadiness and unreasonable thinking, detrimental for performance. Whereas arousal is an athlete’s mental state of alertness, and needs to be at different levels for different sports to be optimal and positively influence performance. For example a triathlete …[insert example].

?? HSC question ??

• Concentration/ Attention skills
• Focus on and maintain attention on appropriate stimuli during performance
• Enhance motivation: marathon runners may concentrate on their heart rate

and breathing as a way of maintaining motivation to keep going.

• Manage anxiety: golfers may focus on set routines in the preparation to putt,

to reduce anxiety caused by external cues.

• Goal setting
• Provide direction and facilitates progress
• Short term – monitor progress of long term goals
• Long term – set to be achieved over a long period of time
• Enhance Motivation: Gives reason and purpose for athlete to work hard
• Manage Anxiety: short terms goals make seemingly unattainable long term

goals seem achievable, reducing stress around the long term goals or competitions.

• Psychological strategies to enhance motivation and

manage anxiety

• Mental rehearsal/visualization/imagery
• Mental rehearsal: mental repetition of a movement to increase mind’s

familiarity and confidence with performance.

Enhance motivation: Gymnast mentally running through her floor routine to get excited about performance. Manage anxiety: Blocks out external cues, such as opponents and other negative

• thoughts. Running through performance enhances confidence, decreasing anxiety.
• Visualization: visualizing success/ successful results or processes

Enhance motivation: A striker in football (soccer) visualizing scoring a hat-trick to increase motivation to score goals Manage anxiety: a footballer visualizing taking a conversion and the ball going through the two posts, increasing confidence in his ability, reducing anxiety

• Psychological strategies to enhance motivation and manage

anxiety

• Mental rehearsal/visualization/imagery
• Imagery: fictional images less related to the performance

Enhance motivation: Imagining the crowd going wild enhances excitement and motivation to perform well Manage anxiety: imagining a beach to calm nerves and block negative cues.

• Relaxation Techniques
• Used to control over arousal
• Aims to slow nervous system and and increase focus
• Techniques: controlled breathing, meditation, music, avoiding caffeine etc.

Enhance motivation: Once anxieties are calmed, athlete can then begin to feel confident and focused, allowing positive motivation to do well.

• Psychological strategies to enhance motivation and

manage anxiety

How can nutrition and recovery strategies affect performance?

• Pre-performance
• HYDRATION:
• 2-3L day before event
• 500mls morning of
• 250ml pre performance
• FOOD:
• Complex carbohydrates meal 3-4hrs prior in order to up glycogen

storage as it is main energy source

• Carbohydrate loading:
• 36-72 hours prior
• With complex carbohydrates as they release energy slower and supply

body with energy for longer

• Optimizes glycogen stores to delay fatigue and thus maximise

performance (improves by 2-3%)

• Nutritional considerations

• During performance
• HYDRATION:
• Ensure to replenish fluids
• 200-300mL of water every 20 minutes of physical activity
• FOOD:
• Important that muscle glycogen and blood sugar levels are maintained

(from food consumed before activity)

• Avoid ”hitting the wall” (running out of energy stores)
• Refuel with both low GI carbohydrates (for later energy) and high GI

carbohydrates (for energy now)

• Nutritional considerations

Low = Slow

• Post-performance

Goal: restoration of fluids and fuel for muscle repair and energy

• HYDRATION:
• Ensure to replenish fluids
• Weigh mechanism – however much weight lost comparing pre and post

performance in grams = milliliters of water to drink

• FOOD:
• Carbohydrates: to replace glycogen stores that have been depleted
• High GI for a quick burst of energy for a fast energy recovery (lollies, white

bread)

• Low GI meal help to replenish glycogen stores (wholemeal pasta)
• Protein: consumed within 30minute window of finishing performance, in

which the body will digest and absorb protein to repair damaged tissue (particularly important for power, strength and contact sports where body tissue is frequently damaged

• Nutritional considerations

• Nutritional considerations (RHS)

Main difference between endurance and power based nutritional needs: Sprinter

• Before: ATP/PC - lots of carbohydrate storage is NOT necessary
• During: high GI carbohydrate between races but also low GI for whole-day energy
• Replenish lost fluid
• After: Protein more so needed to repair damaged muscles

Triathlete

• Before: Carbohydrate loading
• During: both low and hi GI carbohydrates (high especially in cycling leg to get up

hills etc.) and avoid “hitting the wall”

• Replenish all fluids lost
• After: Protein less so needed but still important for essential nutrients to repair

fatigued muscles REMEMBER SPECIFIC EXAMPLES IN YOUR RESPONSES

Disclaimer: if an athlete has a balanced diet, there is no need for

• supplementation. However, if the athlete suffers from a deficiency,

supplementation is warranted.

• Vitamins and Minerals
• VITAMINS: needed for maintaining bodily functions (no energy). If

consumed in excess can cause headaches, or joint pain. E.g. Vitamin C assists in absorption of iron, and Vitamin D assists in absorption of calcium.

• MINERALS: Iron is needed for haemoglobin binding to oxygen. Calcium

needed for strong bones and development

• Protein
• Critical for repair and growth
• Protein powders are convenient but no better than food sourced protein
• Excess = detrimental to kidney function
• Supplementation

• Caffeine
• Stimulant à increases HR and anxiety
• Negatively affects sleep and therefore performance
• Increases burning of fats as an energy source to save carbohydrate stores
• Diuretic – removes water from body, can lead to dehydration
• Creatine
• More creatine allows ATP to be recovered more quickly
• Naturally occurs in body
• There is a maximum amount that can be stored so excess consumption will

have no effect

• Can cause nausea and cramping
• Supplementation
• What it is and why we need it
• Examples
• Detriments of too much

104

BREAK TIME! Come ask questions J

ATAR Notes HSC! Check out our range of notes and topic tests outside!

• Physiological strategies
• Aside from replacing nutrient and hydration…

COOL DOWN:

• Returning body to pre-workout state
• Same exercise at lower intensity
• Aims to decrease HR, aid waste removal (lactic acid and heat) by muscle

contractions during cool down pushing against blood vessels to aid blood direction and remove wastes

• Reduce DOMS (delayed onset of muscle soreness)

HYDRATION

• Replenish as dehydration slows recovery process as hydration provides more

volume of blood to assist with waste removal

• 1kg = 1L
• Recovery Strategies

• Neural Strategies [Hydrotherapy + Massage]

HYDROTHERAPY: Water use to assist recovery by aiding waste removal, soothe aching muscles and has minimal joint impact

• Cold water – ice baths or plunge pools 6-15 degrees for 3-15mins continuous
• r in intervals

Benefits:

• decreases blood flow
• decreases inflammation and thus decreases soreness
• numbs pain
• Hot water – Spas 38 degrees 15 mins

Benefits:

• increases blood flow
• increases circulation of oxygen and nutrients to damaged tissue
• decreases stiffness
• Contrast Hot/Cold – alternating 60 secs

Benefits:

• Both
• Recovery Strategies

• Neural Strategies continued… [Hydrotherapy + Massage]

MASSAGE: with physiotherapist or foam roller at trigger spots Benefits:

• Increases blood flow = O2 and nutrients to fatigued muscles
• Promotes waste (lactic acid) removal
• Relaxes nerves
• Recovery Strategies

• Tissue Damage Strategies

CRYOTHERAPY – water + ice, helps damaged tissue by removing heat, decreasing blood circulation and decreasing inflammation and pain

• 1. Cryogenic Chamber – chamber of liquid nitrogen, whole body, 3mins à releases

endorphins which provide pain relief

• 2. Local ice application – numbs and reduces pain, decreases blood flow and swelling
• 3. Cold water immersion – see hydrotherapy
• Psychological Strategies

Relaxation

• 1. Sleep: 7-10hrs per night in order for mind and body to recover. Sufficient sleep

decreases anxiety. Techniques: progressive muscular relaxation and avoid caffeine and long naps

• 2. Meditation: helps mind to relax and calm anxieties, to allow athlete to recover

mentally for, stresses in order to be mentally repaired for good performance.

• Recovery Strategies

Think: tissue damage = tears = tears = cry(otherapy)

How does the acquisition of skill affect performance?

• Stages of Skill acquisition

Cognitive

• Learning phase through

demo

• Slow and broken

movements

• Many errors
• Needs feedback
• Lots of thinking
• Begins to practice
• Encouragement crucial

• Stages of Skill acquisition

Cognitive

• Learning phase through

demo

• Slow and broken

movements

• Many errors
• Needs feedback
• Lots of thinking
• Begins to practice
• Encouragement crucial

Associative

• Practice Phase
• More fluent
• Less errors that they

self recognize

• Develop kinaesthetic

sense

• Some remain in this

stage forever

• Stages of Skill acquisition

Cognitive

• Learning phase through

demo

• Slow and broken

movements

• Many errors
• Needs feedback
• Lots of thinking
• Begins to practice
• Encouragement crucial

Associative

• Practice Phase
• More fluent
• Less errors that they

self recognize

• Develop kinaesthetic

sense

• Some remain in this

stage forever

Autonomous

• Automatic

movements

• Very fluent
• Very few errors
• Learner to expert
• Focus on other areas
• f the game
• Easier to adapt to

different environments (crowd,

• pponents, weather)

All of the following characterisYcs can either enhance or hinder the acquisiYon of skill…

• Personality
• Behaviour and a[tude
• Level of interest, moYvaYon and willingness to learn
• Successful learners à enthusiasYc, dedicated, determined
• E.g. energeYc and focussed Vs sluggish or sad
• Heredity
• GeneYcally inherited characterisYcs
• Muscle fibre composiYon
• Body type (height, weight)
• Gender (hormones such as testosterone are higher in males à more muscle

growth

• Conceptual ability
• Ability
• Natural talent, learners capacity to learn and execute skill
• Ability to read game, reacYon Yme, and intelligence
• High levels of ability will allow faster transiYon trough levels of skill acquisiYon
• Characteristic of the Learner

• Confidence
• The belief in ones own ability
• Influences the comfort a person feels when executing new skills
• Over confidence results in poor skill acquisition as they move to more challenging

skills before actually acquiring the previous

• Under confidence can cause hindering of person to practice and acquire skill
• E.g. a person learning the skill of standing on a surf board and has confidence and

does not worry about what people are thinking of them, will be able to practice more and with greater concentration than someone who is self conscious.

• Prior Experience
• Transfer of skills from prior sport to new sport
• Lateral: transfer of similar skill e.g. tackle from Rugby Union to League
• Vertical: low order skill to high order skill e.g. throwing to shooting in netball
• Characteristic of the Learner

How does the acquisition of skill affect performance?

• Nature of the skill
• Discrete/serial/continuous

Discrete – clear beginning and end e.g. shooting a ball Serial – combines a number of discrete e.g. a lay up in basketball Continuous – repetitive skill e.g. dribbling in basketball

• Open/closed

Open – Always changing environment (weather, opponents) e.g. tennis serve Closed – Controlled and stable e.g. bowling in ten pin bowling

• Gross/fine

Gross – Skills that require large muscle groups e.g. long jump – legs, back, arms Fine – Skills that require isolated muscle groups (easier skill to learn) e.g. shooting

• Self paced/externally paced

Self paced – Timing and speed determined by the performer e.g. tennis serve Externally paced – Timing and speed determined by external factors e.g. returning serve

• The learning environment

DOGS live in nature

• Performance elements
• Strategic and Tacmcal awareness
• Strategy is the overall method to achieve goals e.g. certain formaions in soccer

to either strategize defence if the opposing team has strong strikers or strategize forwards if opposiion has strong defence

• Tacics are more about gaining advantage over the opposiion e.g. marking

players, moving into open space

• Decision making
• A skill learnt through experience – e.g. knowing when to pass and what type of

pass to execute in netball – bounce pass, chest pass – which will be most successful in that situaion

• The learning environment

STD

• Practice Methods

Entire training session can be:

• Massed: Lengthy sessions, little breaks (beneficial for skills that

are used frequently)

• Distributed: Short periods of practice with breaks (beneficial for

learning complex skills and cognitive learners) Skill can be practiced:

• Part: Skill (serial skills) broken into parts (discrete) and each

practiced in isolation before putting all together e.g. shooting practiced separately to dribbling

• Whole: Skill practiced in its entirety, used for associative and

autonomous learners to build kinaesthetic sense e.g. basketball lay up

• The learning environment

• Feedback
• Internal: How the movement felt – kinaesthetic e.g. a soccer player taking a

penalty kick and can feel whether the power and angle at which he connected with the ball was correct or not

• External: Information from external environment e.g. scoreboard, coach

feedback

• Delayed: After skill or performance e.g. video analysis or coach debrief after

the game

• Concurrent: Received from body’s proprioceptive mechanism as the skill is

being performed and allows instant corrections e.g. balancing on surfboard and adjusting weight distribution while performing

• Knowledge of results: Informs the athlete about the success of the

performance or skill – the score

• Knowledge of performance: The information about the process of the

movement, more specific and usually given y the coach.

• The learning environment

Feedback: DICE KK Delayed Internal Concurrent External Knowledge of result Knowledge of performance

!! Remember your mnemonics !!

How does the acquisition of skill affect performance?

• Characteristics of a skilled performer

Kinaesthetic sense – refers to proprioception of performers. In tune with muscle movements, errors can be corrected as they occur e.g. A surfer making small adjustments to their movements while surfing in accordance to the prevailing conditions such as waves and wind Anticipation – Ability to read the play and anticipate what may happen next before it occurs, to prepare. E.g. A skilled goal keeper in soccer, anticipates, during a penalty kick, where the striker will kick the ball by reading foot placement and eye contact. This allows more time to prepare and think about how far to jump and dive.

• Assessment of skill and performance

Technique – Skilled athletes have good technique when executing a skill, which saves energy and allows them to focus on other aspects of performance. E.g. An elite gymnast with correct technique is better able to focus under pressure and execute routines seamlessly. Consistency – The repetition of good performance and execution – a skilled performer is consistently succeeding. E.g. A skilled diver able to execute a backflip sequence correctly every time.

• Assessment of skill and performance

• Objective and Subjective measures
• Objective: Quantitative. Facts of performance, measurement is done by

using quantitative data rather than a person’s judgement.

• Athletic field events e.g. long jump, javelin, hammer throw - tape

measures

• Athletic track events e.g. 100m sprint – stopwatches
• Ball sports – tennis, basketball, soccer – score
• Subjective: Qualitative. Measurement based off the observers opinions

and general impressions.

• Basketball – Comment on the player’s defence stance or their shooting

technique

• Diving – coach telling the diver that they need to have a dive with less

splash

• Predominantly used for sports such as gymnastics, surfing and figure

skating, although they an be used to appraise skill and technique for all sports.

• Assessment of skill and performance

• Validity and reliability of tests

The validity and reliability of tests are important aspects in assessing performance as these tests are used to check performance, and track improvements.

• Validity
• The test’s ability to measure/test what is supposed to be measured
• r tested.

E.g. Tesmng speed à mming a 100m sprint rather than a 10km run (endurance)

• Reliability
• Refers to the consistency of the test – controlling variables

(everything the same) and the producmon of similar results each mme the test is taken. E.g. Sit and reach test done on the same box, aner the same warm

• up. If similar results achieved, the test is reliable.
• Assessment of skill and performance

• Personal Vs. prescribed judging criteria
• Personal: Opinions and preferences and expectations by the judge and

are very subjective à spectators and coaches often use it.

E.g. Dance Moms Real E.g. Coaches or parents giving opinions on athlete’s performance – parents may believe their shooting in basketball was amazing, yet the coach may have the

• pinion that much more work is needed to ensure all shots go in the hoop.
• Prescribed: Established and developed by the governing sporting body.

It is more specific and more reliable (same every time) and objective (measurement/quantitative based). Still greatly influenced by subjective appraisal.

E.g. Judging criteria, reference sheet and checklist used in gymnastic judging to provide a score for each routine.

• Assessment of skill and performance

• Examples are a must!!! And they have to be specific and

answer the question. Use them to prove your argument!

• Answer the question with the syllabus
• Usually (not always) the question will be based off the dot point. Your

answer should then be based off all the dashes underneath it.

Tips

Question: Explain the stages of skill acquisition Answer: 1 dash per paragraph à This answer would have 3 paragraphs

• Paragraph structure:
• Definimon
• Give a direct statement that answers the quesmon
• Back this up with an EXAMPLE
• Link back to quesmon
• Memorizing: Just do it. à find what works best for you
• Read the quesPon and ANSWER IT
• Cover all dot points
• Address the verb
• Answer the quesmon – relevant

tips

• Verbs – don’t forget to address the verb
• Justify: significantly enhances, is crucial, is paramount, highly important
• Evaluate: Very important, highly beneficial, vital, imperative
• To what extent: choose a side!! To a low extent, to a moderate extent, to

a great extent (see slide

• MC – the most correct answer
• Examples – must be specific (i.e sport specific, initiative

specific, performance specific, skill specific = nothing broad

• Make a schedule and stick to it
• Do as many past papers as you possibly can!!

tips