Health and Movement Science Stage 6 Draft Syllabus for ...

NSW Education Standards Authority

Health and Movement Science

Stage 6

Draft Syllabus

for Consultation

5 August – 15 September 2019

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Overview – Health and Movement Science and

Health and Movement Science Life Skills Stage 6

Draft Syllabuses

The Health and Movement Science Stage 6 Draft Syllabus and Health and Movement Science Life

Skills Stage 6 Draft Syllabus, are available for consultation from 5 August to 15 September 2019. You

are invited to provide feedback through an online survey, face-to-face meetings or written submission.

Details can be found on the PDHPE Stage 6 syllabus development page on the NESA website.

Background

In 2017, NESA commenced a review of the Personal Development, Health and Physical Education

Stage 6 Syllabus and the Personal Development, Health and Physical Education Life Skills Stage 6

Syllabus. Analysis of this feedback informed the development of the Draft Directions for Syllabus

Development.

Consultation occurred on the Personal Development, Health and Physical Education and Personal

Development, Health and the Physical Education Life Skills Stage 6 Draft Directions for Syllabus

Development in 2018. Analysis of this feedback and the Stronger HSC Standards reforms informed

the development of the draft syllabuses.

Feedback

Feedback received during the draft directions consultation conducted in 2018, raised the following key

areas for change:

A review of the course names to ensure they reflect the nature of content studied

The course structure should provide more time for greater depth of study and the application of

concepts to real-world situations. The courses should have an equal emphasis on health and

movement concepts

The content of the syllabuses should be contemporary, relevant and engaging, and provide

students with the opportunity to explore areas of interest in more detail. The content should be

reviewed to minimise duplication of concepts across the courses and content in the PDHPE

Learning Area

Content should provide opportunities for students to engage in practical experiences and develop

the skills of collaboration, analysis, communication, creative thinking, problem-solving and

research

The Life Skills course should align with the outcomes and content of the Stage 6 course to enable

teachers to deliver both courses simultaneously

The Life Skills course should cover content on personal safety including protective behaviours;

social, emotional and physical wellbeing; enabling and enhancing communication; self-care and

independent living.

Changes evident in the draft syllabus

The course will be named Health and Movement Science.

A revised course structure that focuses on more time for depth of learning, for example the

inclusion of at least two depth studies each year and provides schools with flexibility to meet the

needs and interests of their students.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/pdhpe/syllabus-development

A Year 11 Collaborative Investigation that develops the skills students need to successfully

navigate an ever-changing world for themselves and others.

A strong focus on applying the skills of collaboration, analysis, communication, creative thinking,

problem-solving and research to health and movement science concepts.

New content has been included to ensure the syllabus remains contemporary and relevant. The

content has been developed to enable future-focused learning of health and movement concepts.

Changes evident in the Life Skills draft syllabus

The course will be named Health and Movement Science Life Skills.

The Life Skills course aligns with the outcomes and content of the Health and Movement Science

course to allow teachers to teach the courses simultaneously.

Outcomes and content of the Life Skills course have been developed from the objectives of the

Health and Movement Science course.

Content has been developed for the Life Skills course to provide opportunities for students to

develop skills relating to personal safety; social, emotional and physical wellbeing;

communication; self-care and independent living.

For more information, please contact: Hayley Dean Kristy Kirkham Senior Curriculum Officer, PDHPE Project Officer, Special Education [email protected] [email protected] 02 9367 8317 02 9367 8837



Contents

The NESA Syllabus Development Process 4

Introduction 5

Health and Movement Science Key 8

Rationale 10

The Place of the Health and Movement Science Stage 6 Syllabus in the K–12 Curriculum 12

Aim 13

Objectives 14

Outcomes 15

Year 11 Course Structure and Requirements 20

Year 12 Course Structure and Requirements 22

Assessment and Reporting 24

Content 25

Depth Studies Year 11 and Year 12 29

Requirements for depth studies in Year 11 29

Requirements for depth studies in Year 12 29

Learning across the curriculum 31

Health and Movement Science Year 11 Course Content 35

Core 1: Health for Individuals 37

Core 2: The Body and Mind in Motion 40

Collaborative Investigation 44

Health and Movement Science Year 12 Course Content 49

Core 1: Health in Australia and Abroad 50

Core 2: Training for Improved Performance 54

Glossary 57

Health and Movement Science Stage 6 Draft Syllabus for Consultation 2019 4

The NESA Syllabus Development Process

The NSW Education Standards Authority (NESA) began its syllabus development process for Health

and Movement Science Stage 6 (formerly known as Personal Development, Health and Physical

Education) in 2017.

The development of the Stage 6 syllabuses involved expert writers and opportunities for consultation

with teachers and other interest groups across New South Wales in order to receive the highest-

quality advice across the education community.

A number of key matters were raised at consultations, including the need for the curriculum to cater

for the diversity of learners, the broad range of students undertaking Stage 6 study in New South

Wales, the development of skills and capabilities for the future, school-based assessment, and

providing opportunities for assessing and reporting student achievement relevant for post-school

pathways.

There was broad support that changes to curriculum and assessment would contribute to the

reduction of student stress. NESA will continue to use NSW credentialing processes aligned with

Stage 6 assessment and HSC examination structures.

A summary of the NESA syllabus development process is available on the NESA website.

Assisting respondents

The following icons are used throughout this document to assist respondents:

Icon and label Description

for your information

This icon indicates general information that assists in reading or

understanding the information contained in the document. Text

introduced by this icon will not appear in the final syllabus.

consult This icon indicates material on which responses and views are sought

through consultation.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/curriculum-development/syllabus-development


Introduction


This text is included in all Stage 6 syllabuses.

Stage 6 curriculum

NSW Education Standards Authority (NESA) Stage 6 syllabuses have been developed to provide

students with opportunities to further develop skills that will assist in the next stage of their lives.

The purpose of Stage 6 syllabuses is to:

develop a solid foundation of literacy and numeracy

provide a curriculum structure which encourages students to complete secondary education at

their highest possible level

foster the intellectual, creative, ethical and social development of students, in particular relating to:

– application of knowledge, understanding, skills, values and attitudes in the fields of study they

choose

– capacity to manage their own learning and to become flexible, independent thinkers, problem-

solvers and decision-makers

– capacity to work collaboratively with others

– respect for the cultural diversity of Australian society

– desire to continue learning in formal or informal settings after school

provide a flexible structure within which students can meet the challenges of and prepare for:

– further academic study, vocational training and employment

– changing workplaces, including an increasingly STEM-focused (Science, Technology,

Engineering and Mathematics) workforce

– full and active participation as global citizens

provide formal assessment and certification of students’ achievements

promote the development of students’ values, identity and self-respect.

The Stage 6 syllabuses reflect the principles of the NESA K–10 Curriculum Framework and

Statement of Equity Principles, the reforms of the NSW Government Stronger HSC Standards (2016),

and nationally agreed educational goals. These syllabuses build on the continuum of learning

developed in the K–10 syllabuses.

The syllabuses provide a set of broad learning outcomes that summarise the knowledge,

understanding, skills, values and attitudes important for students to succeed in and beyond their

schooling. In particular, the attainment of skills in literacy and numeracy needed for further study,

employment and active participation in society is provided in the syllabuses in alignment with the

Australian Core Skills Framework.

The Stage 6 syllabuses provide descriptions that clarify the scope and depth of learning in each

subject.

NESA syllabuses support a standards-referenced approach to assessment by detailing the important

knowledge, understanding, skills, values and attitudes students will develop, and outlining clear

standards of what students are expected to know and be able to do. The syllabuses take into account

the diverse needs of all students and provide structures and processes by which teachers can provide

continuity of study for all students.


Diversity of learners

NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate

teaching approaches that support student diversity, including students with disability, gifted and

talented students, and students learning English as an additional language or dialect (EAL/D).

Students may have more than one learning need.

Students with disability

All students are entitled to participate in and progress through the curriculum. Under the Disability

Standards for Education 2005, schools are required to provide additional support or adjustments to

teaching, learning and assessment activities for some students with disability. Adjustments are

measures or actions taken in relation to teaching, learning and assessment that enable a student with

disability to access syllabus outcomes and content and demonstrate achievement of outcomes.

Students with disability needs can access outcomes and content from Stage 6 syllabuses in a range

of ways. Students may engage with:

Stage 6 syllabus outcomes and content with adjustments to teaching, learning and/or assessment

activities; or

selected Stage 6 Life Skills outcomes and content from one or more Stage 6 Life Skills

syllabuses.

Decisions regarding curriculum options, including adjustments, should be made in the context of

collaborative curriculum planning with the student, parent/carer and other significant individuals to

ensure that syllabus outcomes and content reflect the learning needs and priorities of individual

students.

The Health and Movement Science Life Skills Stage 6 Syllabus has been developed from the

rationale, aim and objectives of the Health and Movement Science Stage 6 Syllabus.

Further information can be found in support materials for:

PDHPE

Special Education

Life Skills.

Gifted and talented students

Gifted and talented students have specific learning needs that may require adjustments to the pace,

level and content of the curriculum. Differentiated educational opportunities assist in meeting the

needs of gifted and talented students.

Generally, gifted and talented students demonstrate the following characteristics:

the capacity to learn at faster rates

the capacity to find and solve problems

the capacity to make connections and manipulate abstract ideas.

There are different kinds and levels of giftedness and talent. Gifted and talented students may also

have learning disabilities and/or English as an additional language or dialect. These needs should be

addressed when planning appropriate teaching, learning and assessment activities.

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Diversity-in-learning/stage-6-special-education/students-with-disability

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Diversity-in-learning/stage-6-special-education/adjustments

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Diversity-in-learning/stage-6-special-education/collaborative-curriculum-planning

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/pdhpe

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Diversity-in-learning/stage-6-special-education/students-with-disability

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Diversity-in-learning/stage-6-special-education/life-skills


Curriculum strategies for gifted and talented students may include:

differentiation: modifying the pace, level and content of teaching, learning and assessment

activities

acceleration: promoting a student to a level of study beyond their age group

curriculum compacting: assessing a student’s current level of learning and addressing aspects of

the curriculum that have not yet been mastered.

School decisions about appropriate strategies are generally collaborative and involve teachers,

parents/carers and students, with reference to documents and advice available from NESA and the

education sectors.

Gifted and talented students may also benefit from individual planning to determine the curriculum

options, as well as teaching, learning and assessment strategies, most suited to their needs and

abilities.

Students learning English as an additional language or dialect

(EAL/D)

Many students in Australian schools are learning English as an additional language or dialect

(EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard

Australian English and who require additional support to assist them to develop English language

proficiency.

EAL/D students come from diverse backgrounds and may include:

overseas and Australian-born students whose first language is a language other than English,

including creoles and related varieties

Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including

Kriol and related varieties.

EAL/D students enter Australian schools at different ages and stages of schooling and at different

stages of English language learning. They have diverse talents and capabilities, and a range of prior

learning experiences and levels of literacy in their first language and in Standard Australian English.

EAL/D students represent a significant and growing percentage of learners in NSW schools. For

some, school is the only place they use Standard Australian English.

EAL/D students are simultaneously learning a new language and the knowledge, understanding and

skills of a syllabus through that new language. They require additional time and support, along with

informed teaching that explicitly addresses their language needs, and assessments that take into

account their developing language proficiency.

The ESL scales and the English as an Additional Language or Dialect: Teacher Resource provide

information about the English language development phases of EAL/D students. These materials and

other resources can be used to support the specific needs of EAL/D students and to assist students to

access syllabus outcomes and content.

http://www.acara.edu.au/curriculum/student-diversity/english-as-an-additional-Language-or-dialect


Health and Movement Science Key

The following codes and icons are used in the Health and Movement Science Stage 6 Syllabus.

Outcome coding

Syllabus outcomes are coded in a consistent way. The code identifies the subject, year and outcome

number. For example:

Code Interpretation

HMS11-2 Health and Movement Science Year 11 – Outcome number 2

HMS12-4 Health and Movement Science Year 12 – Outcome number 4

HMSLS6-6 Health and Movement Science Life Skills, Stage 6 – Outcome number 6


Learning across the curriculum icons


Learning across the curriculum content, including the cross-curriculum priorities, general capabilities

and other areas identified as important learning for all students, is incorporated and identified by icons

in the syllabus.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

General capabilities

Critical and creative thinking

Ethical understanding

Information and communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal and social capability

Other learning across the curriculum areas

Civics and citizenship

Difference and diversity

Work and enterprise


Rationale


The rationale describes the distinctive nature of the subject and outlines its relationship to the

contemporary world and current practice. It explains the place and purpose of the subject in the

curriculum, including:

why the subject exists

the theoretical underpinnings

what makes the subject distinctive

why students would study the subject

how it contributes to the purpose of the Stage 6 curriculum

how it prepares students for post-school pathways.

consult

The Health and Movement Science Stage 6 Syllabus is a course of study that draws on a multitude of

fields to actively engage students in learning about the factors that influence health and movement. At

a time when there is tremendous opportunity for good health, there are numerous conflicting

influences on lifestyle, which are impacting health outcomes. In this syllabus, students investigate the

health status of Australians and the interrelated factors that affect the health of individuals and

communities. Students explore the factors that influence movement and performance and, develop

the skills to enhance movement potential for their lifetime.

The health sciences draw on epidemiology, dimensions and determinants of health and social justice

principles to enable students to think critically about the equity, access and sustainability of health for

individuals and communities. The dimensions and determinants of health contribute to overall

wellbeing. Students investigate the United Nations Sustainable Development Goals (SDGs), which

represent an ambitious vision of a healthier, more prosperous, inclusive and resilient world we all

want. The World Health Organization (WHO) views health promotion as a means to achieving the

SDGs.

Learning in, through and about the movement sciences involves exploring and thinking critically about

the interrelationships between anatomy, physiology, biomechanics, psychology, nutrition, skill

acquisition and rehabilitation.

To equip students to navigate the dynamic nature of health and movement, emphasis is given to

developing skills of collaboration, analysis, communication, creative thinking, problem-solving and

research. These assist students to thrive in and shape their world for a better future.

The syllabus is underpinned by five propositions that ensure it remains contemporary and future-

focused. The five propositions are: focus on educative purposes, take a strengths-based approach,

value movement, develop health literacy, and include a critical inquiry approach.

The Health and Movement Science syllabus builds on the foundational knowledge, understanding and

skills developed in the Personal Development, Health and Physical Education K–10 syllabus and the

Physical Activity and Sports Studies Years 7–10 syllabus.


The course has been designed for all students in Years 11 and 12 who have an interest in health and

movement science. The syllabus provides opportunities to engage students by exploring areas of

interest in greater depth and applying health and movement concepts to various contexts and groups

through a Collaborative Investigation and Depth studies.

This course provides opportunities to develop knowledge, understanding and skills in a range of

health and human movement-related careers. Health and human movement science professionals

work in a diverse range of employment areas, including sports sciences, coaching, teaching, exercise

physiology, psychology, rehabilitation, research, social work, public health, workplace health and

safety, and corporate health.


The Place of the Health and Movement Science

Stage 6 Syllabus in the K–12 Curriculum


NSW syllabuses include a diagram that illustrates how the syllabus relates to the learning pathways in

K–12. This section places the Health and Movement Science Stage 6 syllabus in the K–12 curriculum

as a whole.

consult


Aim


In NSW syllabuses, the aim provides a succinct statement of the overall purpose of the syllabus. It

indicates the general educational benefits for students from programs based on the syllabus.

The aim, objectives, outcomes and content of a syllabus are clearly linked and sequentially amplify

details of the intention of the syllabus.

consult

The aim of Health and Movement Science is to develop in each student a capacity to think critically

about key issues related to health and movement. This enables them to make informed decisions that

support wellbeing and contribute to healthy, active lifestyles for individuals and communities.


Objectives


In NSW syllabuses, objectives provide specific statements of the intention of a syllabus. They amplify

the aim and provide direction to teachers on the teaching and learning process emerging from the

syllabus. They define, in broad terms, the knowledge, understanding, skills, values and attitudes to be

developed through study in the subject. They act as organisers for the intended outcomes.

consult

Knowledge and understanding

Students:

demonstrate knowledge and understanding of health concepts to advocate for improved health

and wellbeing outcomes for themselves and others

demonstrate knowledge and understanding of factors that affect movement and performance for

individuals and groups.

Skills

Students:

demonstrate a capacity to influence personal and community health and wellbeing outcomes

demonstrate an ability to take action to improve participation and performance in physical activity

develop and apply research skills to health and movement science concepts

develop and apply skills of collaboration, analysis, communication, creative thinking and problem-

solving to health and movement contexts.

Values and attitudes

Students:

develop a lifelong interest in being healthy and physically active

promote and advocate for healthy and active communities.


Outcomes


In NSW syllabuses, outcomes provide detail about what students are expected to achieve at the end

of each Year in relation to the objectives. They indicate the knowledge, understanding and skills

expected to be demonstrated by students as a result of effective teaching and learning. They are

derived from the objectives of the syllabus.

consult

Table of objectives and outcomes – continuum of learning

Knowledge and understanding

Objective

Students:

demonstrate knowledge and understanding of health concepts to advocate for improved health

and wellbeing outcomes for themselves and others.

Year 11 course outcomes

A student:


A student:

HMS11-1 interprets meanings, measures and

patterns of health experienced by Australians

HMS11-2 analyses methods and resources to

improve and advocate for the health of young

Australians

HMS12-1 analyses the health status of Australians at a national and international level

HMS12-2 investigates how technology and data can achieve better health for all Australians

HM12-3 investigates how the Sustainable Development Goals can improve the health of a community


Objective

Students:

demonstrate knowledge and understanding of factors that affect movement and performance for



A student:


A student:

HMS11-3 analyses the interrelationships

between anatomy, physiology and

biomechanics in relation to movement and

performance

HMS11-4 investigates skills, strategies and

tactics to improve participation and performance

HMS12-4 investigates factors that impact

movement and performance

HMS12-5 analyses individual and group training programs to improve performance

Skills

Objectives

Students:

demonstrate a capacity to influence personal and community health and wellbeing outcomes

demonstrate an ability to take action to improve participation and performance in physical activity

develop and apply research skills to health and movement science concepts

develop and apply skills of collaboration, analysis, communication, creative thinking and problem-

solving to health and movement contexts.


A student:


A student:

Collaboration HMS11-5 demonstrates strategies to positively

interact with others to develop an understanding

of health and movement concepts

Analysis

HMS11-6 analyses the relationships and implications of health and movement concepts

Communication

HMS11-7 communicates health and movement

concepts to a range of audiences and contexts

Analysis

HMS12-6 critically analyses the relationships and implications of health and movement concepts

Communication

HMS12-7 communicates health and movement

concepts to a range of audiences and contexts,

using a variety of modes



A student:


A student:

Creative thinking

HMS11-8 generates new ideas that are

meaningful and relevant to health and

movement contexts

Problem-solving

HMS11-9 proposes and evaluates solutions to

health and movement issues

Research

HMS11-10 analyses a range of sources to make judgements about health and movement concepts

Creative thinking

HMS12-8 generates new ideas that are

meaningful and relevant to a variety of health

and movement contexts

Problem-solving

HMS12-9 proposes and evaluates solutions to

complex health and movement issues

Research

HMS12-10 critically analyses a range of sources to make judgements about health and movement concepts


Skill definitions

The skills of collaboration, analysis, communication, creative thinking, problem-solving and research

have been identified as significant for the teaching, learning and assessment of this course.

Application of these skills relies on the knowledge and understanding of health and movement

concepts. Outcomes have been developed to address each of these skills. Opportunities should be

provided for students to engage with all skill outcomes in each core.

Skills of analysis and problem-solving are aspects of critical thinking. Critical thinking encompasses

cognitive processes such as recognising or developing an argument, using evidence in support of an

argument, drawing reasoned conclusions and using information to solve problems.

The table below describes what each of the skills can look like in Health and Movement Science.

Skill Definition

Collaboration Collaboration involves working together to achieve a common

purpose or goal. This may include:

allocating resources and responsibilities to optimise all group members’ strengths

recognising and supporting diverse perspectives; and

using personal and social skills to positively interact with and

influence others.

Analysis Analysis involves identifying components, the relationships between

them, and drawing out and relating implications. This may include:

examining each element individually

explaining the relationships between the elements and the

implications; and

identifying alternative ideas or solutions and their validity.

Communication Communication involves effectively exchanging information. This may

include:

actively listening and responding

creating and sharing information; and

selecting and using communication modes appropriate to the audience, purpose and context.

Note: Communication may be verbal, non-verbal, or both. Individual communication strategies for students with disability should be taken into account when teaching and assessing communication skills.

Creative thinking Creative thinking involves students generating and applying new

ideas in specific contexts, interpreting existing situations in a new

way, identifying alternative explanations, or making new links that

generate a positive outcome. This may include:

synthesising and analysing information to make inferences

assessing the relevance and significance of ideas to the context

sharing and evaluating new ideas; and

applying dispositions such as inquisitiveness, and a flexibility to

try new ways of doing things.


Skill Definition

Problem-solving Problem-solving involves using cognitive processes to develop

solutions. This may include:

identifying and defining the problem

generating new ideas to solve the problem; and

evaluating the effectiveness of a solution.

Research Research is an ongoing, adaptive and systematic process with an

aim to increase knowledge and understanding. This may include:

defining the research area or question

planning or designing the research approach

locating and selecting relevant information from a range of

sources and perspectives; and

integrating research with prior knowledge to critically analyse the

information and make a judgement.


Year 11 Course Structure and Requirements


The following provides an outline of the Year 11 and 12 course structure and requirements for the

Health and Movement Science Stage 6 Draft Syllabus with indicative hours, arrangement of content,

and an overview of course content.

consult

Year 11 course (120 hours)

Health and Movement Science Indicative hours

Core 1 Health for Individuals 40

Core 2 The Body and Mind in Motion 40

Depth Studies (a minimum of 2) 20


The Year 11 course is structured to provide students with opportunities to develop and apply their

knowledge, understanding and skills of health and movement concepts.

The Year 11 course is comprised of four components. Students are required to study all four

components of the course. Where appropriate, case studies, practical application and research

skills are to be integrated throughout students learning.

Case studies

These are used to explore, compare and contextualise health and movement concepts. When

exploring health issues, case studies should reflect a variety of population groups, genders and

geographical locations. Case studies can include comparisons of groups such as:

individuals and groups or communities

metropolitan and rural or remote

trained and untrained individuals

elite and recreational athletes.

Case studies provide students with opportunities to:

assess the application of health and movement concepts

question, analyse and interpret sources in order to draw conclusions.

Practical application

Practical application of concepts may include:

participating in physical activities

assessment of movement skills

observing others participate and perform

an excursion

engagement with experts in the field or subject matter.


Students with disability may require adjustments and/or additional support in order to engage in

practical experiences.

Research skills

The research skills students require to undertake a Collaborative Investigation or depth studies, are

embedded in the content statements. Authentic opportunities have been identified in each core for

students to develop an understanding of research methodologies through practical application of

content. Teachers may find other opportunities to embed and develop students’ research skills

throughout the content. Where appropriate, opportunities should be provided for students to work

collaboratively.

The research skills that students use and develop in Cores 1 and 2 include:

creating questions or hypotheses

collecting types of data, eg primary and secondary, qualitative and quantitative

using sources of data, eg individuals and groups, print and digital

applying methods, eg interviews, surveys, focus groups

considering the reliability and validity of the research

using ethical behaviour

analysing results

using findings to draw conclusions

developing an annotated bibliography.

Some students with disability may require adjustments and/or additional support in order to engage

with research skills in the Collaborative Investigation and depth studies.


Year 12 Course Structure and Requirements


The following provides an outline of the Year 11 and 12 course structure and requirements for the

Health and Movement Science Stage 6 Draft Syllabus with indicative hours, arrangement of content,

and an overview of course content.

consult



Core 1 Health in Australia and Abroad 45

Core 2 Training for Improved Performance 45




The Year 12 course is comprised of three components. Students are required to study all three

components of the course. Where appropriate, case studies and practical application are to be

integrated throughout students learning.

Case studies
















an excursion

engagement with experts in the field or subject matter.


Assessment and Reporting


Information about assessment in relation to the Health and Movement Science Stage 6 syllabus is

contained in Draft Assessment and Reporting in Health and Movement Science Stage 6. It outlines

course-specific advice and requirements regarding:

Year 11 and Year 12 school-based assessment requirements

Year 11 and Year 12 mandatory components and weightings

external assessment requirements, including Higher School Certificate examination

specifications.

This information should be read in conjunction with requirements on the Assessment Certification

Examination (ACE) website.

Additional advice is available in the Principles of Effective Assessment.

http://ace.bostes.nsw.edu.au/

http://ace.bostes.nsw.edu.au/

https://ace.nesa.nsw.edu.au/

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/assessment/principles-of-assessment

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/assessment/principles-of-assessment


Content


Content defines what students are expected to know and do as they work towards syllabus outcomes.

It provides the foundations for students to successfully progress to the next stage of schooling or

post-school opportunities.

Teachers will make decisions about content regarding the sequence, emphasis and any adjustments

required, based on the needs, interests, abilities and prior learning of students.

Content in Stage 6 syllabuses defines learning expectations that may be assessed in Higher School

Certificate examinations.


Organisation of content


The following diagram provides an illustrative representation of elements of the course and their

relationship.

consult

The Health and Movement Science Stage 6 draft syllabus is shaped by the five propositions that

underpin the PDHPE K–10 Syllabus. It is organised into two cores, with Depth studies to be

embedded in Years 11 and 12, and a Collaborative Investigation in Year 11. The skills of

collaboration, analysis, communication, creative thinking, problem-solving and research underpin the

syllabus content.

The following diagram provides an illustrative representation of these elements and their relationship.


Five Propositions

Focus on educative purposes

While the Health and Movement Science syllabus may contribute to a range of goals that sit beyond

its educative purpose, the prime role of Health and Movement Science is to provide:

ongoing, developmentally appropriate and explicit learning about health and movement science

concepts

learning opportunities to create, practise, apply and evaluate the knowledge, understanding,

skills, values and attitudes needed to live healthy and active lives.

Take a strengths-based approach

Taking a strengths-based approach in Health and Movement Science affirms that students:

possess strengths, capacities and capabilities that can be supported and developed to improve

their own and others’ health, participation and performance in physical activity

have varying levels of access to personal and community resources depending on a variety of

contextual factors that will have an impact on their attitudes, decisions and behaviours.

A strengths-based approach in Health and Movement Science encourages students to draw on their

own and others’ strengths, capacities, capabilities and resources. This enables students to develop

the knowledge, understanding, skills, values and attitudes they require to make healthy and active

choices to improve their own and others’ health, participation and performance in physical activity.

Value movement

Health and Movement Science focuses explicitly on the value of physical activity and movement

performance. It concentrates on developing the movement skills and concepts that are important for

participating in physical activities with confidence and competence. The knowledge, understanding,

skills, values and attitudes students develop through movement in Health and Movement Science

enables them to:

develop an understanding of how and why we move and how we can improve physical

performance

experience challenges and opportunities to enhance a range of personal and social skills and

behaviours that contribute to healthy and active lifestyles

participate in ongoing physical activity across their lifespan to achieve positive health outcomes.

Develop health literacy

Health and Movement Science provides opportunities for students to access, understand and use

health information and services to promote and maintain health, participation and performance in

physical activity. The syllabus supports students in developing the knowledge, understanding, skills,

values and attitudes related to the three dimensions of health literacy:

functional dimension – researching and applying information relating to knowledge and services

to respond to a health-related question

interactive dimension – requires more advanced knowledge, understanding and skills to actively

and independently engage with a health issue and to apply new information to changing

circumstances

critical dimension – the ability to selectively access and critically analyse health information from a

variety of sources to take action to promote health, participation and performance in physical

activity for themselves and others.


Include a critical inquiry approach

A critical inquiry approach in Health and Movement Science provides students with an opportunity to

develop knowledge, understanding and skills to analyse and critique the health information they are

presented with from all sources and forms of media. A critical inquiry approach supports students to:

develop skills in researching, analysing, applying and appraising knowledge in health and

movement contexts

recognise that values, behaviours, priorities and actions related to health and participation in

physical activity reflect varying contextual factors and influence the way people live

develop an understanding that individuals and groups have diverse interests in relation to health

practices and physical activity participation and therefore require different approaches and

strategies.


Depth Studies Year 11 and Year 12

What is a depth study?

A depth study is any type of activity that a student undertakes individually or collaboratively that

allows further development of one or more concepts found within or inspired by the syllabus.

A depth study may be, but is not limited to:

a practical investigation or series of practical investigations and/or a secondary-sourced

investigation or series of secondary-sourced investigations

presentations, research assignments, blogs, podcasts or fieldwork reports

the extension of concepts found within the course, using qualitative and/or quantitative research

methods.

The length of time for any depth study and the pedagogies employed are not prescribed. The time for

the depth studies may be allocated to one core or embedded across both cores. Schools have the

flexibility to determine where the allocation of these hours can occur.

Requirements for depth studies in Year 11

The requirements for the depth studies include:

a total of 20 hours of in-class time allocated in Core 1 and/or Core 2

a minimum of two depth studies

knowledge and understanding, and skill outcomes, to be addressed in each depth study.


with the depth studies.

Requirements for depth studies in Year 12

The requirements for the depth studies include:

a total of 30 hours of in-class time allocated in Core 1 and/or Core 2

a minimum of two depth studies

knowledge and understanding, and skill outcomes, to be addressed in each depth study

one depth study must be formally assessed as a school-based assessment task.


with the depth studies.

Ideas for depth studies

Practical investigations

design and conduct an experiment

test a claim

test a device


Secondary-sourced investigations

make a documentary or media report

conduct a literature review

develop an evidence-based argument

compose a journal article

compose an essay – historical or theoretical

develop a management plan

analyse a work of fiction or film for scientific relevance

create a visual or multimodal presentation

investigate emerging technologies

Creating

design and invent

create a working model

create a portfolio

Fieldwork

Fieldwork may be a starting point for a practical investigation or secondary-sourced investigation and

could be initiated by the following stimuli:

an excursion

engagement with community experts.

Data analysis

Data analysis may be incorporated into a practical investigation or secondary-sourced investigation.

For example:

construction and analysis of graphs or tables

data analysis from a variety of sources

research analysis, eg of longitudinal data.


Learning across the curriculum


NSW syllabuses provide a context within which to develop core knowledge, understanding and skills

considered essential for the acquisition of effective, higher-order thinking skills. These skills will

underpin successful participation in further education, work and everyday life, including problem-

solving, collaboration, self-management, communication and information technology skills.

Learning across the curriculum content, including the cross-curriculum priorities and general

capabilities, assists students to achieve the broad learning outcomes defined in the NESA Statement

of Equity Principles, the Melbourne Declaration on Educational Goals for Young Australians

(December 2008) and in the Australian Government’s Core Skills for Work Developmental Framework

(2013).

Cross-curriculum priorities enable students to develop understanding about and address the

contemporary issues they face.

The cross-curriculum priorities are:



Sustainability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to

live and work successfully in the 21st century.

The general capabilities are:





Literacy

Numeracy


NESA syllabuses include other areas identified as important learning for all students:



Work and enterprise

Learning across the curriculum content is incorporated, and identified by icons, in the content of the

Health and Movement Science Stage 6 Syllabus in the following ways.


consult


Aboriginal and Torres Strait Islander histories and cultures are an integral part of the Health and

Movement Science Stage 6 draft syllabus and encompass the concepts of Country and Place,

People, Culture and Identity. Evidence of Aboriginal and Torres Strait Islander People’s sustainable

health and wellbeing practices and health trends provide opportunities for all students to engage in

the experiences of Aboriginal and/or Torres Strait Islander Peoples in Australia. Students have

opportunities to develop an understanding of the importance of respecting and representing

Aboriginal and Torres Strait Islander world views in order to encourage culturally responsive practices

within the communities in which they live.

When planning and programming content relating to Aboriginal and Torres Strait Islander histories

and cultures, teachers are encouraged to:

involve local Aboriginal communities and/or appropriate knowledge holders in determining

suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed

publications

read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres

Strait Islander histories and cultures and the involvement of local Aboriginal communities.


Students are provided with opportunities to compare Australia’s health with countries of the

Organisation for Economic Co-operation and Development (OECD), from the Asia region. They

analyse the various factors that impact on health in order to understand why there may be a

difference in health status. Students have opportunities to recognise the positive health practices in

Asian cultures and think critically about how they may be implemented in the Australian context to

improve health. Students have the opportunity to explore complementary healthcare approaches

whose origins are founded in the Asia region.

Sustainability

Students explore the United Nations Sustainable Development Goals (SDGs) to develop an

understanding of how they can improve the health status of individuals, communities and countries

and to recognise that a shared responsibility and global partnerships are needed to improve health

and address health inequities. They evaluate the current and growing demands on health expenditure

in Australia and consider the extent to which it is sustainable in addressing the health needs of the

population. Students examine the influence of the environment on safe participation in physical

activity and movement and have opportunities to develop their appreciation for its role in providing

physical activity opportunities.


Critical and creative thinking are integral to the process of inquiry in Health and Movement Science.

Students have opportunities to analyse health and movement concepts in order to challenge

assumptions, draw conclusions, generate new ideas and critique the value of these ideas in order to

improve health and movement participation. They evaluate data sources that enable them to explore

questions, problem-solve and engage in active decision-making.

https://ab-ed.nesa.nsw.edu.au/principles-and-protocolsls


Students are provided with opportunities to question health information from a range of sources, and

to think critically about the validity and reliability of the information. They creatively generate solutions

to health inequalities and inequities and propose strategies to improve movement participation and

performance for individuals and groups. The Collaborative Investigation and Depth studies provide

students with opportunities to develop deeper understandings of health and movement concepts

using a critical and creative lens.


Students have opportunities to understand ethical behaviour and practice when gathering and

analysing data to draw conclusions about the health of individuals and communities. Students explore

the ethical implications of technology in health, with a focus on the emergence of digital health.

Students investigate the use of drugs in the prevention and management of sporting injuries and the

ethical considerations involved.


Students have opportunities to investigate, create and communicate using various information and

communication technology (ICT) capabilities in Health and Movement Science. Students apply ICT

capabilities when they implement primary research, access and analyse online secondary sources to

investigate and communicate their understanding. There are opportunities for a range of ICT tools to

be used to provide students with the opportunity to analyse movement and performance.


Students develop intercultural understanding by examining the health of other OECD countries. They

have opportunities to consider how culture can affect individual and community health. Students

investigate Australia’s commitment to developing health equity and the importance of partnerships in

achieving optimum health. Students have opportunities to draw on international sporting groups and

the methods they use to enhance individual and group performances.

Literacy

Literacy is of fundamental importance in the study of Health and Movement Science. Students are

provided with opportunities to develop and apply their health literacy skills when they access,

interpret, analyse, critique, question and communicate the dynamic nature of information and

influences in the field of health and movement science. They develop their understanding of, and use

health and movement science terminology.

Numeracy

Students have opportunities to develop their numeracy skills through interpreting and analysing

quantitative data relating to health and movement concepts. They explore the role data plays in

informing decisions about individual and community health. Through the application of biomechanical

principles, students have opportunities to calculate ways to enhance movement opportunities for




Developing students’ personal and social capability is at the core of the Health and Movement

Science syllabus. Students have opportunities to develop an understanding of how personal and

social capabilities can protect the health of themselves and others. Students explore how personal

and social capabilities can influence participation and performance in physical activity. The

Collaborative Investigation provides significant opportunities for students to develop and enhance

their skills of recognising and regulating emotions, developing empathy, building and supporting

positive relationships, working effectively as a group, handling challenging situations constructively

and developing leadership skills.


Learning in Health and Movement Science provides opportunities for students to understand the

importance of a shared responsibility for developing and maintaining positive health status. They

explore the role of government in supporting and advocating for health and analyse how Australia is

connected to, and influenced by, the global community. Students are encouraged to draw conclusions

about how the health of Australian’s can be promoted and improved and enquire into reasons why

some groups in the community experience health inequities. Students examine Australia’s health

system to consider the extent to which it achieves positive health for all Australians.


Difference and diversity comprises gender, ethnicity, ability and socioeconomic circumstances.

Students have opportunities to learn about the diverse meanings of health and explore how different

individuals and groups value health. They examine variations in health status and draw conclusions

on how the determinants of health and varied access to healthcare facilities and services can

influence health outcomes. Students are provided with opportunities to appreciate difference and

diversity, recognise the importance of a range of cultures in our community and propose ways to

improve the health of groups who experience inequities. They explore how movement concepts can

impact individuals differently. Students develop understanding of the importance of pre-exercise

assessment in order to prescribe and design training programs to meet the varying needs of

individuals.

Work and enterprise

Students develop a range of transferable skills that support them to make valuable contributions to

the workplace and their pathways beyond school. Through investigations and practical experiences

they deepen their understanding of a range of occupations in the health and movement science

industry. Exposure to specific knowledge and skills can motivate students to pursue work

opportunities and to give them confidence in the relevance of their learning in the Australian and

global community.


Health and Movement Science Year 11 Course

Content

consult

Year 11 course structure and requirements



Core 1 Health for Individuals 40

Core 2 The Body and Mind in Motion 40





The Year 11 course is comprised of four components. Students are required to study all four

components of the course. Where appropriate, case studies, practical application and research

skills are to be integrated throughout students learning.

Case studies
















excursions

engaging with experts in the field or subject matter.




Research skills

The research skills students require to undertake a Collaborative Investigation or depth studies, are

embedded in the content statements. Authentic opportunities have been identified in each core for

students to develop an understanding of research methodologies through practical application of

content. Teachers may find other opportunities to embed and develop students’ research skills

throughout the content. Where appropriate, opportunities should be provided for students to work

collaboratively.

The research skills that students use and develop in Cores 1 and 2 include:

creating questions or hypotheses

collecting types of data, eg primary and secondary, qualitative and quantitative

using sources of data, eg individuals and groups, print and digital

applying methods, eg interviews, surveys, focus groups

considering the reliability and validity of the research

using ethical behaviour

analysing results

using findings to draw conclusions

developing an annotated bibliography.


with research skills in the Collaborative Investigation and depth studies.


Core 1 Health for Individuals

Outcomes

A student:

› interprets meanings, measures and patterns of health experienced by Australians HMS11-1

› analyses methods and resources to improve and advocate for the health of young Australians

HMS11-2

› demonstrates strategies to positively interact with others to develop an understanding of health

and movement concepts HMS11-5

› analyses the relationships and implications of health and movement concepts HMS11-6

› communicates health and movement concepts to a range of audiences and contexts HMS11-7

› generates new ideas that are meaningful and relevant to health and movement contexts

HMS11-8

› proposes and evaluates solutions to health and movement issues HMS11-9

› analyses a range of sources to make judgements about health and movement concepts

HMS11-10

Related Life Skills outcomes: HMSLS6-1, HMSLS6-2, HMSLS6-3, HMSLS6-4, HMSLS6-5,

HMSLS6-8, HMSLS6-9, HMSLS6-10, HMSLS6-11, HMSLS6-12, HMSLS6-13

Key Inquiry Questions

How do we understand and measure Australia’s health?

What are young people’s meanings of health?

What key health issues affect young people and how can they protect and promote good health?

What are the opportunities for developing and promoting young people’s health?

Content Focus

This core explores the meanings of health from different perspectives. Students investigate the

interplay of factors influencing health and the indicators used to measure and evaluate health status.

This core has a focus on the health of young people, with students having the opportunity to research

a selected health issue of interest. They analyse the skills needed to protect and enhance the health

and wellbeing of themselves and others.

Students explore how government and non-government organisations can advocate and support the

health of young people. They analyse health promotion to understand how policies can affect health,

and are introduced to the United Nations Sustainable Development Goals (SDGs) as a framework to

improve the health of Australians.


Content

How do we understand and measure Australia’s health?

Students:

compare the meanings of health, using various sources, including the World Health

Organization’s definition, and explain why people give different meanings to health

examine the dynamic nature of health by exploring the interactions between the dimensions; the

concept of good health; the health continuum; how health changes over time and how an

individual’s circumstances affect their health

analyse the use of epidemiology to explain the health status of Australians, including mortality,

infant mortality, morbidity, incidence and prevalence

investigate the role of social justice principles, including participation, equity, access and rights,

on an individual and community’s health status

discuss the role determinants of health – including health behaviours, personal biomedical

factors, environmental factors and socioeconomic factors play in the health status of Australia,

including:

– are the factors that influence good health changing for the better?

– where and for who are these factors changing?

– is it the same for everyone?

What are young people’s meanings of health?

Students:

discuss those aspects of young people’s lives that make them similar and different to the young

people of previous generations

investigate the meanings of health for young people by undertaking the following:

– creating a hypothesis on what they think young people’s meaning of health would be

– developing a method to collect data from young people on their meanings of health, eg

survey, interview questions, focus groups

– considering how the determinants of health impact on a young person’s meaning of health

– analysing the different ways young people define what is important to their own health

– discussing ethical considerations and the validity and reliability in the collection of data

– presenting findings and drawing conclusions

– identify further research questions that could be explored

What key health issues affect young people and how can they protect and promote

good health?

Teacher note: When studying health-related issues for young people, students should have

opportunities to explore an area of interest, which could include gender and sexuality,

food, sense of self and body, violence, valuing movement, technology, relationships

and sexual health, alcohol and other drugs, mental health, road safety or other

emerging topics.


Students:

using health reports, graphs and tables, examine the health status of young people including

Aboriginal and Torres Strait Islander young people, including:

– what are the trends in key health issues?

– what are the causes and protective factors of key health issues?

– how do the determinants of health affect health-related behaviours?

– what new strategies would be most effective to improve young people’s health?

construct an annotated bibliography on a health-related issue for young people, including:

– what does the data tell us?

– what further research questions could be explored to build understanding and advocacy?

analyse how the skills for strengthening and sustaining self – including self-efficacy, health

literacy, help-seeking behaviours, problem-solving, resilience, coping strategies, sense of

purpose, ethical behaviour and connectedness – can protect and enhance the health and

wellbeing of themselves and others in relation to the health issue studied

examine how personal health behaviours and the skills for strengthening and sustaining self,

enable young people to enjoy good health and wellbeing

What are the opportunities for developing and promoting young people’s health?

Students:

use various data sources to examine how young people advocate for their own and others health,

including:

– past, current and future advocacy

– the role of individuals within their communities

discuss how organisations and communities advocate for the health of young people, including:

– the role government and non-government organisations and communities have in promoting

the health of young people, including Aboriginal and/or Torres Strait Islander young people,

eg Office of the Advocate for Children and Young People (ACYP), Multicultural Youth

Advocacy Network Australia (MYAN), headspace, National Aboriginal Community Controlled

Health Organisation (NACCHO), Aboriginal Health and Medical Research Council, National

Disability Insurance Agency (NDIA), schools

– the impact of organisations and communities on the health of young people

analyse the progression of health promotion in Australia, including:

– how have the models of health influenced health promotion over time? eg social, bio-medical,

salutogenic, ecological, Aboriginal and international Indigenous models of health

– what global health policies have impacted health promotion in Australia?

investigate how the United Nations Sustainable Development Goals (SDGs) are being used to

improve health, including:

– what are the SDGs?

– how has the World Health Organization applied a health lens to the SDGs?

– how are the SDGs being used in Australia?

– how could the SDGs be used to promote the health of young people in a local community?


Core 2 The Body and Mind in Motion

Outcomes

A student:

› analyses the interrelationships between anatomy, physiology and biomechanics in relation to

movement and performance HMS11-3

› investigates skills, strategies and tactics to improve participation and performance HMS11-4




› communicates health and movement concepts to a range of audiences and contexts

HMS11-7


HMS11-8



HMS11-10


HMSLS6-11, HMSLS6-12, HMSLS6-13


How do the systems of the body influence and respond to movement?

What factors influence movement and performance?

How are movement skills acquired, developed and improved?

What is the relationship between psychology, movement and performance?

Content Focus

This core enables students to investigate how body systems influence and respond to movement and

understand the interrelationships between these systems for efficient movement. Students develop an

understanding of the role energy systems and types of training and training methods play and how the

body physiologically adapts to training.

Students consider how movement skills are acquired, developed and improved by exploring the

characteristics of learners, the acquisition of skill and the impact of technology on recreational and

elite athletes. They investigate the relationship between athlete performance and psychological

factors of athletes; including motivational strategies and the impact communities of exercise can have

on participation and performance.


Content

How do the systems of the body influence and respond to movement?

Students:

investigate the interrelationship between the skeletal and muscular systems and movement,

including:

– structure and function

– major bones and synovial joints

– joint actions, eg flexion and extension

– major muscles

– characteristics and functions of muscle fibres, eg slow versus fast twitch muscle fibres

– types of muscle contractions, eg isotonic concentric, isotonic eccentric and isometric

contractions

– muscle relationship, eg agonist/antagonist/stabiliser relationship

investigate the interrelationship between the respiratory and circulatory systems and movement,

including:


– pulmonary and systemic blood circulation and gaseous exchange

– factors that impact on the efficiency of the cardiovascular system, eg altitude, haemoglobin

count and vascular disease

investigate the interrelationship between the digestive and endocrine systems and movement,

including:


– factors that impact on the efficiency of the systems, eg macro and micro nutrients to support

healthy functioning, stress

investigate the interrelationship of the nervous system and movement, including structure and

function

analyse the interrelationship between the biomechanical principles and the muscles, bones and

joints of the body, including how biomechanical principles:

– are applied to human movement, including motion, balance and stability, fluid mechanics and

force

– can be used to enhance safe movements, eg walking, squatting, lifting

– can be used to increase movement efficiency, eg movements to reduce injury, movements for

athletes with specific needs such as disability

– can be used to develop skilled movements, eg sport-specific movements

What factors influence movement and performance?

Students:

analyse the ATP-PCr, Glycolytic (Lactic Acid) and Aerobic energy systems of the body, including:

– fuel source and efficiency of ATP production, duration, intensity and rate of recovery

– causes of fatigue

– interplay of the energy systems


examine the role nutrition plays in enabling the energy systems to function efficiently, including

macronutrients and micronutrient requirements of athletes, eg anaerobic versus aerobic,

recreational versus elite athlete

examine the difference between aerobic and anaerobic training for individuals and group sports,

including:

– aerobic training, eg continuous

– anaerobic training, eg anaerobic interval

– differentiated training programs

– contemporary methods of training, eg High Intensity Interval Training (HIIT), Sprint Interval

Training (SIT)

design an aerobic and/or anaerobic training program based on the FITT principle

explain the immediate physiological responses to training, including heart rate, ventilation rate,

stroke volume, cardiac output, lactate levels

investigate the immediate physiological adaptations in response to aerobic training, including:

– create a hypothesis

– develop a method to collect data

– discuss the ethical considerations when collecting data

– assess the reliability and validity of the results

– analyse the results to draw conclusions

– identify further research questions that could be explored

debate the purpose and outcomes of testing physical fitness

examine the role first aid plays in response to movement and performance

How are movement skills acquired, developed and improved?

Students:

apply an understanding of how movement skills are acquired, developed and improved for

recreational and elite athletes, including:

– characteristics of learners

– stages of learning/skill acquisition, eg cognitive, associative and autonomous stages

– characteristics of motor skills, including but not limited to gross and fine, continuous, discrete

and serial, open and closed, self-paced and externally paced

– practice methods for the different stages of learning, including but not limited to massed,

distributed, whole, part, blocked and random

– performance elements, including but not limited to decision making, strategic and tactical

development

– types of feedback for different stages of learning, including but not limited to task-intrinsic,

augmented, concurrent, delayed, knowledge of results, knowledge of performance

construct an annotated bibliography on how a movement skill is acquired, developed and

improved in a sport or physical activity of choice, including:


– what further research questions can be proposed to enhance participation and performance?


What is the relationship between psychology, movement and performance?

Students:

analyse the relationship between psychology, movement and performance for individuals and

groups, including:

– how does self-efficacy, self-confidence and self-esteem affect an individual’s participation and

performance in sport and physical activity?

– how does motivation support participation, including positive and negative, intrinsic and

extrinsic motivation?

– why is self-regulation essential for sports performance and exercise behaviour change?

investigate how communities of exercise motivate people to participate in and improve

performance, including:

– what are contemporary forms of exercise?

– how do contemporary forms of exercise encourage group dynamics, group cohesion, social

interaction and a sense of belonging?


Collaborative Investigation

Outcomes

A student:

› interprets meanings, measures and patterns of health experienced by Australians HMS11-1

› analyses methods and resources to improve and advocate for the health of young Australians

HMS11-2

› analyses the interrelationships between anatomy, physiology and biomechanics in relation to

movement and performance HMS11-3

› investigates skills, strategies and tactics to improve participation and performance HMS11-4




› communicates health and movement concepts to a range of audiences and contexts

HMS11-7


HMS11-8



HMS11-10


HMSLS6-6, HMSLS6-7, HMSLS6-8, HMSLS6-9, HMSLS6-10, HMSLS6-11, HMSLS6-12,

HMSLS6-13

Teacher note: Outcome HMS11-5 must be assessed. Other outcomes are selected based on the

group’s investigation topic.

Overview of Teaching and Learning

In Year 11 students will have the opportunity to work collaboratively with others to investigate an

agreed topic that aligns with either Core 1 or Core 2. The investigation may be practical or theoretical.

The focus of the investigation is on the knowledge, skills and processes involved, as well as the

outcome of the investigation.

Students will receive a school-based assessment mark that includes a group mark and an individual

mark. It is suggested that the Collaborative Investigation be undertaken during Term 3 in Year 11 to

provide students with opportunities to learn the necessary research skills throughout Cores 1 and 2.

For real world application, where possible, an authentic audience outside the school should be

considered for the presentation of the group’s findings.

The Collaborative Investigation will include the research design, documentation and presentation of

the findings, as outlined below.


Content Focus

The Collaborative Investigation provides opportunities for students to develop knowledge and skills to

support their own and others’ health. It allows students to manage their own learning and to become

flexible, critical thinkers, problem-solvers and decision-makers.

Throughout the Collaborative Investigation students are provided with opportunities to positively

interact with others and work collaboratively to reach agreements and decisions. They develop skills

to coordinate plans and tasks; distribute leadership; create and maintain a positive group

environment; and give and receive feedback.

The Collaborative Investigation provides students with the opportunity to adopt an informed point of

view when responding by speculating, critiquing, analysing, interpreting and constructing possible

meanings for their own and others’ health, physical activity levels and performance.

Requirements

Requirements for the Collaborative Investigation:

the group focus question must link to a concept taught in either Core 1 or Core 2

knowledge, understanding and skills outcomes are to be addressed in the investigation

assessment of knowledge, understanding and skill outcomes, including HMS11-5

assessment of the process and findings

a total mark that includes a group and an individual assessment.


with the collaborative investigation.

Elements of the Year 11 Collaborative Investigation

The Year 11 Collaborative Investigation will include the following elements:

proposal

portfolio

presentation of findings, where possible, to an authentic external audience

annotated bibliography

reference list.

1. Designing a Collaborative Investigation

The focus question for the investigation should be developed from a concept taught in either Core 1

and/or 2. It is suggested that there are up to four students in a group.

The focus question should reflect an area of interest for students. The question:

must focus on a concept in the Health and Movement Science course

should extend students’ understanding of concepts in the course

must not overlap significantly with an investigation or research being undertaken in another

course.


Proposal

The proposal should include:

focus or research question

justification for research in this area following an annotated bibliography

inquiry question(s) or hypothesis

research design in relation to:

– research methods

– resources.

Examples of focus or research questions

What impact is technology having on the mental health and wellbeing of young people?

To what extent does High Intensity Interval Training (HIIT) affect physiological responses for a

trained athlete?

How do hormones affect the intrinsic motivation of young people to be active?

How can long-term, sustainable healthcare initiatives be co-developed with local Aboriginal

communities to reflect cultural models of health, wellbeing and self-determination?

Research methods

A research method is a systematic plan for conducting research. Qualitative methods aim for a

complete, detailed description of observations, including the context of events and circumstances.

Quantitative methods aim to classify features, count them, and create statistical models to test

hypotheses and explain observations. Examples of research methods include, but are not limited to:

Qualitative:

– observation

– individual interview

– survey (open-ended questions)

– focus group

Quantitative:

– experimental trial

– questionnaire

– survey (closed questions)

– review, eg using meta-analysis

– observation

Examples of research methods

The research methods will be determined according to the methodology/ies and sources. These may

be primary, secondary or a combination of both. Some possible research methods include:

a practical laboratory investigation, eg testing Vo2 max in different athletic populations or testing

the impact of different nutritional plans on the energy levels in the body

designed or observational fieldwork, eg observing junior athletes and their response to different

types of feedback, designing adaptive equipment for individuals with disability

collecting and analysing data via questionnaires or surveys, eg comparing factors affecting rates

of cardiovascular disease across a range of cultures or generations

combining data analysis and practical investigations, eg analysing trends in possession in a

sporting game and applying the data to a local team to enhance their performance

simulation, eg altitude training for a specific sport or athlete, using augmented reality to determine

decision-making in a particular sport or for a particular athlete or medical analysis.


2. Documenting the Collaborative Investigation

The Collaborative Investigation should be a product of the group’s own work. It should be free of

plagiarism. The Collaborative Investigation must adhere to the principles of good scholarship, as

identified in the HSC All My Own Work Program.

Portfolio

The portfolio should include:

a research design, including an overview of the research methods

evidence of the sequential development of the research problem, eg the focus or research

question

a record of discussions with peers, teachers and other stakeholders

a record of major decisions of the investigation

cumulative self, peer and teacher reflection/evaluation of the inquiry

draft responses to the focus or research question

personal statement of learning.

Teachers should monitor the portfolio at regular intervals.

3. Presentation of findings

The presentation of findings in relation to the research question may be an oral presentation, written

response, or multimodal. In a class or cohort, students are not required to present their findings using

the same presentation mode.

Time and word limits below are guides only. Student responses should be assessed against the

appropriate outcomes.

Oral presentation

An oral presentation should include a summary of the findings of the research with supporting

evidence and the acknowledgement of sources. It is suggested the oral presentation not exceed three

minutes. The presentation should contain material from a range of perspectives, including the group's

view.

Written response

A written response should include a summary of the findings to the research question with evidence in

support and the sources of which are acknowledged. It may be accompanied by appropriate graphic

texts only as appendices (apart from short explanatory captions). It is suggested the word limit be no

more than 750 words. The response should contain material from a range of perspectives, including

the student’s own views.

Multimodal

A multimodal presentation should include a summary of the findings to the research question with

evidence in support and the sources of which are acknowledged. A multimodal presentation uses two

or more forms of communication eg oral and written. It is suggested the presentation not exceed two-

thirds of the limits for the other styles of presentations.

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work/!ut/p/z0/fYzBDoIwEAW_psdmt8WAVy5GDCYejIG9kEoaLdS2QGP17yV8gJeXmWTygKABcuptHioa75RdvaW821VHxAxlva-vEsvsfKsuhwKLHOEE9D9YH8wwTVQC9d5F_YnQhNRt7CLDMPtB95EnfWfo9KIYCsGFZPhc-m24spa_vtwnx5OfRwgjtT82bNrB/?urile=wcm%3Apath%3A%2Fpw_content%2Fproject-web%2Fnesa%2F11-12%2Fhsc%2Fhsc-all-my-own-work


Some students communicate using augmentative and alternative communication strategies. A

student’s preferred mode of communication should be a consideration when presenting the findings of

the Collaborative Investigation.

Annotated bibliography

The annotated sources should be selected for their value to the health or movement investigation.

The annotated bibliography should:

not exceed 1000 words in total for the investigation, eg introduction plus approximately 150 words

for each of the five sources

explain the strengths and weaknesses of each source, considering their usefulness for the

question(s) asked and for a justification of their value to the investigation.

Reference list

The reference list should include a consistently formatted alphabetical list of all sources used within

the Collaborative Investigation.


Health and Movement Science Year 12 Course

Content

consult

Year 12 course structure and requirements



Core 1 Health in Australia and Abroad 45

Core 2 Training for Improved Performance 45


The Year 12 course is structured to provide students with the opportunities to develop and apply their


The Year 12 course is comprised of three components. Students are required to study all three

components of the course. Where appropriate, case studies and practical application are to be

integrated throughout students learning.

Case studies
















excursions

engaging with experts in the field or subject matter.




Core 1: Health in Australia and Abroad

Outcomes

A student:

› analyses the health status of Australians at a national and international level HMS12-1

› investigates how technology and data can achieve better health for all Australians HMS12-2

› investigates how the Sustainable Development Goals can improve the health of a community

HM12-3

› critically analyses the relationships and implications of health and movement concepts HMS12-6

› communicates health and movement concepts to a range of audiences and contexts, using a

variety of modes HMS12-7

› generates new ideas that are meaningful and relevant to a variety of health and movement

contexts HMS12-8

› proposes and evaluates solutions to complex health and movement issues HMS12-9

› critically analyses a range of sources to make judgements about health and movement concepts

HMS12-10

Related Life Skills outcomes: HMSLS6-1, HMSLS-2, HMSLS6-3, HMSLS6-4, HMSLS6-5,

HMSLS6-9, HMSLS6-10, HMSLS6-11, HMSLS6-12, HMSLS6-13


How healthy are Australians?

What is the health status of Australians relative to other Organisation for Economic Co-operation

and Development (OECD) countries?

How does Australia’s health system achieve better health for all Australians?

How is the growing and changing use of technology and data impacting Australia’s health

system?

What actions are needed to promote and improve the health of Australians?

Content Focus

In this core, students explore how healthy Australians are by comparing the health status of

Australians within and across population groups. They evaluate the health status of Australians

relative to other OECD countries and draw conclusions that could be applied to enhance the health of

Australians.

Students examine major chronic non-communicable conditions and the impact these conditions can

have on the healthcare system. They explore the impact of a growing and ageing population.

Students evaluate healthcare facilities and services in Australia and explore the roles government and

non-government organisations play in promoting health in Australia. Students investigate changes

and challenges to the health system, including the impact of emerging technologies and treatments,

digital health and big data.

Students investigate actions needed to promote and improve the health of Australians by investigating

how the United Nations Sustainable Development Goals (SDGs) can be applied to improve the health

status of a community.


Content

How healthy are Australians?

Teacher note: Students do not need to know the latest statistics on the rates of illness and death. It

is only important that they develop an understanding of the trends. For example,

whether the prevalence of leading causes is increasing, decreasing or is stable.

Students:

using tables and graphs from health reports, analyse the current health status of Australians,

including:


– what are the major causes of morbidity and mortality, and the life expectancy for the general

population, comparing males and females

– what determinants contribute to the health status of Australians?

– where and for who are these determinants changing?

– is it the same for everyone?

– to what extent is the health status of Australians able to be improved?

analyse groups experiencing inequities in health, including Aboriginal and Torres Strait Islander

Peoples and ONE other group (socioeconomically disadvantaged people, rural and remote,

culturally and linguistically diverse populations, people with disability, older people), including:


– are the determinants changing for the better?

– what actions can be implemented to improve the health status of these groups?

using health reports, examine chronic non-communicable conditions in Australia for

cardiovascular disease, cancer and ONE other condition, eg diabetes, arthritis and other

musculoskeletal conditions, chronic respiratory conditions, mental health, dementia, injuries

including:

– what does the data tell us about the mortality and morbidity, prevalence and incidence rates

of these conditions?

– what are the risk and protective factors?

– what are the causes of these conditions?

– where and for who are these conditions changing?

investigate the impact of a growing and ageing population on Australia’s health, including:


– what is healthy ageing?

– what are the opportunities and challenges for an ageing population?

– what are current and future strategies to support healthy ageing?

– what do government and non-government agencies need to consider to address the future

needs of a growing and ageing population?


What is the health status of Australia relative to other Organisation for Economic Co-

operation and Development (OECD) countries?

Students:

analyse the health status of Australia by comparing to other OECD countries, including:

– where does Australia rank in relation to other OECD countries?

– why might this be the case?

– why do some countries rank higher or lower than Australia?

– what can we learn from other countries that may be applied to the Australian context?

analyse the health status of Aboriginal and/or Torres Strait Islander Peoples by comparing to

Indigenous populations in other OECD countries, including:

– where does Australia rank in relation to other OECD countries?

– why might this be the case?

– why do some countries rank higher or lower than Australia?

– what can we learn from other countries that may be applied to the Australian context?

How does Australia’s health system achieve better health for all Australians?

Students:

investigate the range and types of healthcare facilities and services in Australia, including:

– the role of healthcare facilities and services

– the changing nature of hospitals

– equity of access to healthcare facilities and services

– future healthcare facilities and services promoting social justice, eg in rural and remote

locations, for Aboriginal and Torres Strait Islander Peoples, accessibility for individuals with

disability

discuss how governments share responsibility for the health system, including:

– federal government

– state and territory government

– local government

– intersectoral collaboration

investigate health expenditure for current and future populations, including:

– healthcare versus early intervention and prevention

– sustainability, access and equity

– Medicare, private insurance, National Disability Insurance Scheme (NDIS), My Aged Care

examine complementary healthcare approaches, including:

– products and services available, eg health apps and websites, podiatrist, physiotherapy,

naturopath

– as a preventative measure

– treating the cause

– being a critical consumer

– a supplement to other medical treatments

investigate the current and emerging changes and challenges to the health system


How is the growing and changing use of technology and data impacting Australia’s

health system?

Students:

analyse the relationship between technology and health

investigate the impact of emerging technologies and treatments on the health system, eg cost and

access, benefits of early detection, artificial intelligence, assistive devices and technology

investigate the emergence of digital health, including:

– what is digital heath?

– what services exist?

– to what extent has digital health been successful in connecting health information?

– what challenges and opportunities does digital health provide for individuals and

organisations?

examine how big data is shaping the health of Australians, including:

– how is it being used?

– how is it reducing healthcare spending?

– how is it being used to cure diseases?

– what measures need to be taken to ensure privacy and confidentiality of personal information

debate the need to be a critical health consumer

What actions are needed to promote and improve the health of Australians?

Students:

describe the key features of:

– SDG 3: Good Health and Wellbeing

– SDG 4: Quality Education

– SDG 10: Reduced Inequalities

– SDG 11: Sustainable Cities and Communities

investigate how SDGs 3, 4, 10 and 11 can be applied to improve the health status of a

community, including:

– how have these goals been applied in other communities? eg Healthy Cities Illawarra,

Healthy Cities Onkaparinga

– what lessons can be drawn from other communities and applied to their own community

context?

– what strategies are needed to improve your communities health status?

– how do you know these strategies will be effective?


Core 2 Training for Improved Performance

Outcomes

A student:

› investigates factors that impact movement and performance HMS12-4

› analyses individual and group training programs to improve performance HMS12-5

› critically analyses the relationships and implications of health and movement concepts HMS12-6

› communicates health and movement concepts to a range of audiences and contexts, using a

variety of modes HMS12-7

› generates new ideas that are meaningful and relevant to a variety of health and movement

contexts HMS12-8

› proposes and evaluates solutions to complex health and movement issues HMS12-9

› critically analyses a range of sources to make judgments about health and movement concepts

HMS12-10


HMSLS6-12, HMSLS6-13


How can we personalise assessment and exercise prescription?

How does training influence movement and performance?

How does training differ for individuals and group sports?

What impact does nutrition and supplementation have on movement and performance?

How do you train for sustained movement and performance?

Content Focus

In this core, students investigate the significance of training for improved performance.

This includes recognising the importance of personalised assessment and exercise prescription and

exploring how various training types and methods can be used to positively affect physiological

adaptations.

Students compare training plans and programs for individuals and groups, applying their

understanding of biomechanics, injury prevention, training methods and technology to analyse how

athletes can train for sustained movement and performance. Students explore the importance of

nutrition and how nutrition and supplementation affect an individual’s performance. They compare the

dietary requirements of athletes from different sports.


Content

How can we personalise assessment and exercise prescription?

Students:

explain the importance of using a pre-exercise questionnaire and health screening

discuss how performance/fitness testing for recreational and elite athletes can be used to improve

their health and performance, eg yo yo test, vertical jump, wingate test

explain how exercise assessment can assist in developing training programs

How does training influence movement and performance?

Students:

examine the types of training and training methods and their relevance for a variety of sports,

including:

– aerobic training, including but not limited to continuous, fartlek, aerobic interval, High Intensity

Interval Training (HIIT), and circuit training

– anaerobic training, including but not limited to anaerobic interval, Sprint Interval Training

(SIT), plyometric, and resistance training

– flexibility training, including but not limited to static, dynamic, ballistic, and PNF

– strength training, including but not limited to free/fixed weights, hydraulic, body weight

exercises and elastics

– skill and tactical development, including but not limited to drills, modified games and games

for specific outcomes

analyse how the principles of training can be applied to both aerobic and resistance training

examine the relationship between the principles of training, physiological adaptations and

improved performance, including heart rate, stroke volume and cardiac output, oxygen uptake

and lung capacity, haemoglobin level, muscle hypertrophy and fast/slow twitch muscle fibres

How does training differ for individuals and group sports?

Students:

compare aspects that need to be considered when designing a training session for individuals

and group sports, including health and safety considerations, overview, warm-up and cool down,

skill instruction and practice, conditioning, strategies and tactics and evaluation

analyse a yearly training program for an individual and a group sport, including:

– phases of competition: pre-season, in-season and off-season

– sub-phases

– peaking and tapering

– sport-specific attributes: fitness components, skill requirements

investigate how individuals and group sports apply psychological strategies to improve

performance, including optimising arousal, management of stress and anxiety

examine the factors that influence how strategies and tactics are applied to individual and group

sports, eg environmental conditions, group strengths and weaknesses


What impact does nutrition and supplementation have on movement and

performance?

Students:

using research, compare the dietary requirements of athletes from different sports, including:

– pre, during and post-performance needs

– fluid intake requirements

analyse the evidence for and against supplementation for improved performance, including but

not limited to:

– micronutrients

– protein

– caffeine

– creatine products

How do you train for sustained movement and performance?

Students:

investigate how biomechanics can be used for injury prevention and improving performance

justify recovery strategies being used for sustained movement and performance, including:

– physiological, including but not limited to cool down, hydration

– neural, including but not limited to hydrotherapy, massage

– soft tissue, including but not limited to cryotherapy

– psychological, including but not limited to relaxation

explain how sleep, nutrition and hydration are used to reduce fatigue and positively influence

movement and injury prevention, including but not limited to guidelines, planning, routines,

monitoring

examine the role technology can play to improve performance including:

– training innovations

– equipment advances

– recording and monitoring training and performance

discuss the management and prevention of sporting injuries including:

– classification of sports injuries, eg direct and indirect, soft and hard tissue or overuse

– assessment of injuries, including TOTAPS

– management of injuries, including but not limited to RICER

– rehabilitation procedures

– return to play policy and procedures

investigate the impact of drug use on injury management and improving performance, including:

– health implications

– ethical considerations

– drug testing


Glossary


The glossary explains terms that will assist teachers in the interpretation of the subject.

consult

Glossary term Definition

Aboriginal and

international

Indigenous models

of health

The Aboriginal and Torres Strait Islander understanding of health is holistic.

This holistic understanding of health and wellbeing involves the whole

community throughout the entire life-course. It includes broad issues such

as social justice, equity and rights, as well as traditional knowledge,

traditional healing and connection to country. Thus, the Aboriginal and

Torres Strait Islander concept of health encompasses mental health and

physical, cultural and spiritual health. Land is central to wellbeing.

Aboriginal and/or

Torres Strait

Islander Peoples

Aboriginal Peoples are the first peoples of Australia and are represented by

more than 250 language groups, each associated with a particular Country

or territory. Torres Strait Islander Peoples are represented by five major

island groups, and are associated with island territories to the north of

Australia’s Cape York, which were annexed by Queensland in 1879.

An Aboriginal and/or Torres Strait Islander person is someone who:

is of Aboriginal and/or Torres Strait Islander descent

identifies as an Aboriginal person and/or Torres Strait Islander person,

and

is accepted as such by the Aboriginal and/or Torres Strait Islander

community in which they live.

advocacy The process of arguing in support of a cause or position or acting on behalf

of yourself or another individual to ensure that yours or others best interests

are taken into account.

annotated

bibliography

Provides a brief account of the available research on a given topic. It is a list

of research sources that includes concise descriptions and evaluations of

each source.

artificial intelligence The ability of a digital computer or computer-controlled robot to perform

tasks commonly associated with intelligent beings. The term is frequently

applied to the project of developing systems endowed with the intellectual

processes characteristic of humans, such as the ability to reason, discover

meaning, generalise, or learn from past experience.

augmented Images used by a computer and used together with a view of the real world.

ballistic A high-velocity musculoskeletal movement, such as a tennis serve or boxing punch, requiring reciprocal coordination of agonistic and antagonistic muscles.



big data Includes very large data sets, produced by people using the internet. The data can only be stored, understood, and used with the help of special tools and methods. Traditional data processing software cannot manage the volume of the data sets.

biomechanical

principles

A science concerned with forces and the effect of these forces on and

within the human body in order to minimise the risk of injury and improve

sports performance. Important concepts of biomechanics are motion, force,

momentum, levers and balance.

biomedical model of

health

A model of health that focuses on the physical or biological aspects of

disease and illness. It is a medical model of care practised by doctors and

health professionals and is associated with the diagnosis, cure and

treatment of disease.

case study research

method

An in-depth, detailed study of an individual or a small group of individuals.

Such studies are typically qualitative in nature, resulting in a narrative

description of behaviour or experience.

case studies Is a written account that gives detailed information about a person, group,

or thing and their development over a period of time.

community A group of people linked by a common social structure and sense of belonging. This may be based on location, education, gender, interests, cultural background, political or religious beliefs. It may also refer to an online community.

community health Focuses on work within defined communities to maintain and improve the health and wellbeing of all people in that community through collective action.

contemporary Describes things happening now or recently.

culturally and

linguistically

diverse populations

Includes people who were born overseas, have a parent born overseas or speak a variety of languages.

culture Shared stories, beliefs, attitudes, behaviours or practices that give a group or individual a sense of who they are and help them make sense of the world in which they live. Culture is a shared system but inherently diverse – there can be individual and group differences within cultures. Everyone has culture – it is a lens through which we see the world.

determinants of

health

The range of health behaviours, personal biomedical factors, environmental factors and socioeconomic factors, as identified by the Australian Institute of Health and Welfare that determine the health status of individuals and populations.

digital health The electronic management of health information. This includes using technology to collect and share a person’s health information. For example, a person wearing a device to record how much exercise they do each day, or healthcare providers sharing clinical notes about an individual.

dimensions of

health

There are five dimensions of health. These include physical, mental, emotional, spiritual and social. These dimensions are interrelated.



disability An umbrella term for any or all of the following components:

impairments: challenges in body function or structure

activity limitations: difficulties in executing activities

participation restrictions: challenges an individual may experience in

involvement in life situations.

diversity Differences that exist within a group, for example, age, sex, gender, gender

expression, sexuality, ethnicity, ability/disability, body shape and

composition, culture, religion and spirituality, learning differences,

socioeconomic background, values and experiences.

drugs Any substance (excluding food, water and oxygen) that, when taken into a body, alters its function physically or psychologically. These substances include prescription drugs, bush and alternative medicines, energy drinks, caffeine, tobacco, alcohol, illegal drugs and performance-enhancing drugs.

ecological model of

health

Model based on evidence that no single factor can explain why some people or groups are at higher risk than others. The ecological approach focuses on both individual and social determinants of health.

empathy The ability to share and understand the emotions of others.

environmental

factors

Factors in the build and natural environments that impact on health. For example, geographical location, remoteness.

epidemiology The study of the distribution and determinants of health-related states or events (including disease), and the application of this study to the control of diseases and other health problems.

equality The right of different groups of people to have a similar social position and

receive the same treatment.

equity Resources are allocated in accordance with the needs of individuals and populations with the desired goal of equality of outcomes.

ethical Relates to moral principles. Pertaining to what is right and wrong in conduct.

fartlek Means ‘speed play’ in Swedish. Fartlek training includes periods of fast running intermixed with periods of slower running.

first aid The initial care of the ill or injured, usually given by someone who is on the scene when a person becomes ill or injured.

fitness A measure of the body’s ability to function efficiently, effectively and without injury in everyday activities, to pursue recreational activities and to cope with emergency situations.

FITT principle A framework for developing fitness programs that emphasise the variables Frequency, Intensity, Type of exercise and Time or duration of exercise.

fluid mechanics The study of forces and flow within fluids.

force A push or pull upon an object resulting from the object’s interaction with another object.



health A state of complete physical, social, emotional, mental and spiritual wellbeing and not merely the absence of disease or infirmity. It includes the ability to lead a socially and economically productive life.

health behaviours Refers to a person’s beliefs and actions regarding their health and wellbeing. For example, tobacco use, alcohol consumption, physical activity, dietary behaviour, sexual practices.

health literacy The ability to selectively access and critically analyse information, navigate community services and resources, and take action to promote personal health and the health of others.

health promotion The process of enabling people to increase control over and to improve their health.

health status The health of an individual or population measured against an identifiable standard.

healthy cities A city that is continually creating and improving physical and social environments and expanding community resources to enable people to mutually support each other and reach their maximum potential.

High Intensity

Interval Training

(HIIT)

Involves repeated bouts of high intensity exercise followed by varying periods of complete rest of recovery at lower intensity.

hypothesis A tentative explanation for an observed phenomenon, expressed as a precise and unambiguous statement that can be supported or refuted by investigation.

incidence The number of new cases (of an illness or event, and so on) occurring during a given period.

infant mortality The number of deaths among children aged under 1 in a given period, per 1000 live births in the same period.

interplay The way in which two or more things have an effect on each other.

interrelationship The way in which two or more things or people are connected and affect one another.

life expectancy Measures how long, on average, a person is expected to live, based on current age and sex-specific death rates. It is often expressed as the number of years a person born today is expected to live.

macronutrients Energy-providing chemical substances, or the main nutrients needed by the human body. These include carbohydrates, fats and proteins.

Medicare A national, government-funded scheme that subsidises the cost of personal medical services for all Australians and aims to help them afford medical care.

micronutrients One of the major groups of nutrients needed by the body for energy production, immune function, blood clotting, growth, bone health and fluid balance among other functions. Also known as vitamins.

morbidity The ill health of an individual and levels of ill health in a population or group.

mortality Number or rate of deaths in a population during a given time period.



My Aged Care The starting point to access Australian Government-funded aged care services. My Aged Care includes information on the different types of aged care available, an assessment of individual needs, referrals and support, and information on what individuals might need to pay towards the cost of their care.

Organisation for

Economic Co-

operation and

Development

(OECD)

An international organisation that develops policies for a range of social,

economic and environmental challenges.

older people In Australia, this includes people aged 65 and over.

personal biomedical

factors

Bodily states that have an impact on a person’s risk of disease. For

example, blood pressure, blood glucose, blood lipids, obesity.

physical activity Body movement that is produced by a contraction of skeletal muscle and that increases energy expenditure. Physical activity is a broad term that includes playing sport; exercise and fitness activities such as dance, yoga and tai chi; everyday activities such as walking to work, household chores and gardening; and many other forms of active recreation.

physical fitness A set of attributes (health and skill components) which enable an individual to be physically active.

plyometrics Exercises in which muscles exert maximum force in short intervals of time, with the goal of increasing power. Plyometric training may involve jumps, hops, bounds and skips.

Proprioceptive

Neuromuscular

Facilitation (PNF)

A form of flexibility training. It involves a phase of pushing away from the direction of stretch against resistance. This is followed by a period of relaxation with gentle reversing of the resistance to push along the line of stretch increasing the stretch beyond its normal range.

prevalence The number or proportion (of cases, instances, and so forth) in a population at a given time. For example, in relation to cancer, refers to the number of people alive who had been diagnosed with cancer in a prescribed period (usually 1, 5, 10 or 26 years).

primary data Information that is collected by the researcher, rather than getting it from someone else.

privacy The right to be let alone, be free from interference or intrusion and to have some control over your personal information and how it is accessed, used and shared.

private insurance Includes all forms of health insurance not funded by the government. The insurance covers the whole or part of the risk of a person incurring medical expenses.

qualitative data Information that is expressed in words and narratives.

quantitative data Information that can be expressed with numbers.



research method A systematic plan for conducting research. Qualitative methods aim for a

complete, detailed description of observations, including the context of

events and circumstances. Quantitative methods aim to classify features,

count them, and create statistical models to test hypotheses and explain

observations.

RICER Acronym for Rest, Ice, Compression, Elevation, Referral. It is a process that is used during the acute stage of injury, in the first 24 to 48 hours.

salutogenic model

of health

An approach to human health that examines the factors contributing to

the promotion and maintenance of physical and mental wellbeing rather

than disease with particular emphasis on the coping mechanisms of

individuals which help preserve health despite stressful conditions.

secondary data Information that is collected by another person for another purpose.

Sprint Interval

Training (SIT)

A form of high intensity training characterised by repeated, brief intermittent bursts of supramaximal intensity exercise, interspersed by periods of active or passive recovery.

social justice

principles

Principles aimed at decreasing or eliminating inequity; promoting inclusiveness of diversity; and establishing environments that are supportive of all people. The principles include: Participation, Equity, Access and Rights.

social model of

health

This model of health attempts to address the broader influences on health (social, cultural, environmental and economic factors) rather than disease and injury. The focus is on policies, education and health promotion.

socioeconomic

factors

Includes educational attainment, income and wealth, occupation, access to services, housing, food security and migration or refugee status.

stability Stability skills can be categorised as static skills and dynamic skills. Static

stability refers to an object at rest, whereas dynamic stability refers to an

object in motion.

strategies A plan or set of ideas. These are usually developed before beginning a task

or activity to successfully achieve a goal or outcome.

Sustainable

Development Goals

(SDGs)

A set of 17 global goals developed by the United Nations to be achieved by

2030. The goals are universally applied to all to end poverty, fight

inequalities and tackle climate change.

They influence strategies that build economic growth and address a range

of social needs including education, health, social protection, and job

opportunities, while tackling climate change and environmental protection.

TOTAPS A way of assessing sports injuries in athletes and recreational players

before allowing a player to return to the field. TOTAPs stands for Talk,

Observe, Touch, Active movement, Passive movement and Skills test.

wellbeing A sustainable state characterised by predominantly positive feelings, attitudes and relationships. It involves resilience, self-efficacy and a high level of satisfaction with self.



World Health

Organization (WHO)

The World Health Organization aims to ensure there is universal health

coverage, protect people from health emergencies and provide people with

better health and wellbeing.

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