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PDHPE > Prelim - Yearlies > Flashcards

Prelim - Yearlies Flashcards

0
Q

Difference between high risk and risk factors?

A

Risk - increase risk of ill health eg. Fatty foods

High risk - places a person at high risk of developing an illness eg. Smoking

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1
Q

Protective factors? Example?

A

Reduce the risk of ill health eg. physical activity

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2
Q

Determinants of health?

A

Individual, socioeconomic, sociocultural, environmental

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3
Q

Socio-cultural factors?

A
  • Family: Married > greater material resources & social support, Lone parent > material disadvantage, low income, likely to experience low income > family breakdown
  • Peers: May encourage health enhancing behaviours (physical activity) or health comprising behaviours (high-risk activities)
  • Media: influences socialisation, values, development, opinion and knowledge
  • Religion: health enhancing benefits > social support, sense of meaning & purpose, belief system and clear moral code
  • Culture: accepted ways of behaving and varies across and within ethnic groups
  • Aboriginality: social, physical, cultural risk factors eg. Unemployment, racism, geographic isolation, inadequate housing, water supply, poor nutrition and lower levels of education
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4
Q

Socioeconomic factors?

A

Employment, education and income

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5
Q

Environmental factors?

A

Geographic location, access to health services, technology

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6
Q

What is health promotion? And it’s aim?

A

Process enabling people to improve or have greater control over their health. Aims to help individuals and groups reach a state of complete physical, mental and social well being

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7
Q

Examples of health promotion?

A
  • Community based work eg. Community transport
  • Environmental health eg. Reusable bags replacing plastic bags
  • Health education eg. Sex Ed in schools
  • Economic/regulatory activities eg. Restrictions on sale of alcohol
  • Public policies eg. Banning smoking enclosed areas
  • Organisational development eg. Health promoting schools
  • Preventative health services eg. Breast cancer screening
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8
Q

Responsibility of health promotion is shared by?

A
  • Individuals: individual responsibility and action
  • Community groups/schools: health information through mass media, journalists; structure of environment through architects, engineers and urban planners; health education and personal development through teachers; health promoting policies through schools
  • NGOs: community education, providing health services, research, workforce development and political advocacy eg. National Heart Foundation & Cancer Councils
  • Govt: Local; enviro & land use planning, facilities, community development, heritage preservation, home care, child care and community transport
  • State; food safety, enviro health and use of drugs and poison , disease prevention and control, waste management
  • Federal; health system and financing, policies, program implementation
  • International organisation: promotes global health eg. UN, WHO; produce guidelines and health standards and helps address public health issues
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9
Q

Health promotion approaches?

A
  • Lifestyle/behavioural (individual, socioenvironmental, zero-tolerance): target smaller ‘at risk’ groups using health edu, social marketing, self help, self care, public policies (eg. Quit smoking campaigns)
  • Preventative medical (eg. Immunisation)
  • Public health (schools, workplaces): ultiliarian
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10
Q

Health promotion actions in socio-environmental approach?

A
  • creating environments that support health
  • working with communities to strengthen development
  • advocating for public policy
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11
Q

Three main strategies in harm minimisation policies relation to drug use?

A
  • supply control
  • demand reduction
  • harm reduction
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12
Q

Stages of preventative medical approach?

A
  • primary: preventing initial occurrence (immunisation)
  • secondary: stopping or slowing existing illness (screening)
  • tertiary: reducing reoccurrence and establishment of illness (rehab)
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13
Q

Types of strategies in health promotion?

A
  • enabling: taking action in partnership with individuals/groups - gathering human and material resources
  • creating environments supportive of health
  • advocating to create essential conditions for health: health edu (schools), social marketing (national tobacco campaign)
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14
Q

Ottawa charter framework? And examples

A
  • developing personal skills (pdhpe)
  • creating supportive environments (health school canteens, recycling)
  • building healthy public policy (smoke free workplaces and buildings, breath testing)
  • reorientating health services (police working with schools to address issues such as drink driving)
  • strengthening community action (self help groups such as Alcoholics Anonymous)
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15
Q

When was the Ottawa Charter developed?

A

Nov. 1986

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16
Q

What does the ‘Ottawa Charter’/HP logo represent?

A

Circle with three wings incorporating the five key action areas in health promotions and three basic strategies (to enable, mediate and advocate).
- Outside circle: represents goal of ‘Building Healthy Public Policies’ with the large circle encompassing the action areas symbolising the need for policies to ‘hold things together’
- Round spot: stands for three basic strategies, enabling, mediating and advocacy, which are needed to be applied to all HP action areas
- Upper wing: breaks the circle to symbolise that society, individuals and communities are constantly changing hence policies must constantly react and develop to reflect these changes (strengthening community action and develop personal skills)
- Middle: action is needed to create supportive environments
- Lower: action is needed to reorientate health services
Overall, logo visualises the idea that HP is a comprehensive, multi-strategy approach

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17
Q

Principles of social justice?

A
  • equity: resources and funding are distributed fairly and without discrimination - means access to health services, support in a place that is easily accessible
  • diversity: eliminates prejudice and discrimination
  • supportive environments: equal opportunity to achieve good health - access to resources and opportunities
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18
Q

What are joints? Their function?

A

Joints provide us with mobility and is the point at which bones meet and articulate with each other. They allow movement and hold the skeleton together. They provide resistance to any forces trying to push the bones out of alignment as well.

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19
Q

Three types of joints?

A
  • fibrous (immovable): no joint cavity and held together by strong connective tissue eg. Between radius and ulna
  • cartilaginous (slightly movable): no joint cavity and held together by ligaments and separated by synovial fluid in joint cavity eg. Vertebrae
  • synovial (freely movable): joint cavity, held together by ligaments and separated by synovial fluid in joint cavity eg. Elbow, shoulder
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20
Q

What joint accounts for most of our movement?

A

Synovial

21
Q

Individual factors are?

A
  • Knowledge, skills, attitudes: enables a person to recognise health problems, make choices about behaviours and access health services when required
  • Genetics: certain diseases known to be inherited such as type 1 diabetes and asthma
22
Q

Difference between tendons and ligaments?

A

Tendons are fibrous cords of dense connective tissue attaching MUSCLE TO BONE enabling movement
Ligaments are dense connective tissue attaching BONE TO BONE increasing stability of joint

23
Q

Structures inside the synovial joint?

A
  • articular cartilage: firm, elastic connective tissue that covers the ends of each bone, reducing friction
  • synovial fluid: contained in small sacs called bursae and lubricates the joint, reducing friction
  • bursa: small sac containing synovial fluid, located at friction site between bone and tendon
  • articular capsule: capsule enclosing joint cavity
24
Q

Types of synovial joints?

A
  • hinge: uniaxial - back and forth (knee, elbow, finger)
  • pivot: uniaxial - turning and rotation (head on neck)
  • condyloid/ellipsoid: biaxal - side to side, back & forth (wrist)
  • saddle: biaxial - side to side, back and forth (thumb)
  • gliding: biaxial (carpals)
  • ball and socket - side to side, back and forth, rotational (hip, shoulder)
25
Q

Joint actions?

A
  • extension: increase at angle as joint straightens (kicking a ball - knee)
  • flexion: decrease at angle as joint bends (kicking buttocks - knee)
  • abduction: away from midline (outward movement in star jump)
  • adduction: towards midline (inward movement in star jump)
  • inversion: outward movement of sole (body weight over outside of foot causing sprain)
  • eversion: inward movement of sole (pushing inside of foot when performing sidestep)
  • rotation: around an axis (around trunk)
  • circumduction: circular direction (circling hands and arms)
  • pronation: palm facing down (bouncing bball)
  • supination: Palm is facing up (catching ball)
  • Doris flexion: toes towards shin (calf muscle stretch)
  • plantar flexion: toward away shin (dancers)
26
Q

Groups of muscles?

A

Agonists (prime movers) - main force causing desired movement
Antagonists (muscles that react) - opposes a particular movement
Stabilisers (synergists and fixators) - aids agonists by promoting same movement or reducing unnecessary movement or undesired action. When a synergist immobilises head of muscle or bone, it is called fixator.

27
Q

Difference between origin and insertion?

A

Origin refers to the attachment on the bone that does not move (or moves least) during movement.
Insertion refers to attachment on the bone that moves most (performs desired movement) during movement.

28
Q

Isotonic, concentric, eccentric and isometric?

A
  • isotonic: muscle contractions where length of muscle changes in response to overcoming a load
  • concentric: muscle contractions where length of muscle responsible for movement shortens
  • eccentric: muscle contracts where muscle responsible for controlling movement lengthens
  • isometric: muscle contractions where tension is created in muscle but no change in muscle length
29
Q

Which side of the heart is responsible for pulmonary circulation? Describe the process.

A

Right - deoxygenated blood from the body enters the right atrium via the vena cava. From here it flows to the right ventricle which pumps it to the lungs via the left and right pulmonary arteries. In the lungs, co2 is released and oxygen is exchanged. This process - pulmonary circulation.

30
Q

What is the left side of the heart responsible for? Describe.

A

Systemic circulation / oxygenated blood being received into left atrium via four pulmonary veins. Pumped through aorta and out to upper and lower extremities (body) via number of artieries.

31
Q

Difference between arteries, veins and capillaries?

A

Arteries have thick elastic walls and carry blood away from the heart (aorta & pulmonary artery)
Veins have thinner and less elastic walls than arrows and return blood to the heart (vena cava)
Capillaries are generally 7-9 micrometers and have thin walls capable of exchanging substances into and from food such as oxygen, co2, nutrients, hormones, and enzymes

32
Q

Blood pressure is?

A

Force blood exerts on walls of blood vessels

33
Q

Difference between aerobic and anaerobic training.

A

Aerobic (sustained continuous activity with oxygen)

Anaerobic (powerful, explosive movement with stored energy)

34
Q

How to calculate MHR

A

220 beats/min - age

35
Q

DRABCD

A

Danger: check for danger to you, casualty, other people
Response: “can you hear me?” “What’s your name”
Airway: no response > recovery position > clear airway of vomit/other material
Breathing: look at chest - rising falling? Listen and feel for breath exhaled using cheek > start expired air resuscitation if not
> airtight seal over mouth/nose and give two effective breaths
Compressions: commence cardiopulmonary resuscitation (CPR) if no signs of circulation
Defibrillator

36
Q

FITT principle and optimal guidelines?

A
  • Frequency: how often/3-5 days per week
  • Intensity: level/60-80% of MHR
  • Time: how long/30-60minutes
  • Type: form
37
Q

Immediate physiological response to training?

A

HR > increases as intensity increase
Ventilation rate > immediate increase in inspiration and expiration
Stroke Volume (SV) > amount of blood ejected with each contraction of heart increases
Cardiac output (Q) > volume of blood pumped out of heart per min increases during exercise (Q=HRxSV)
Lactate levels > increase in level of hydrogen and lactate ions in body

38
Q

How can communities promote health?

A

Providing health information to general public through mass media. Journalists play an important role in this aswell. This expands on their individual knowledge and factors.
Architects, urban planners and engineers play a role in developing the structure of the environment in which people live, work and play improving environmental factors.
Community health programs developed such as Alcoholics Anonymous can assist in improving the social, mental and emotional health of a person.

39
Q

How environmental determinants impact on an individuals health?

A

Environmental determinants refer to the geographic location and access to health services and technology by a person. People in rural areas have a limited access to health services thus harming their physical health. They may also have to drive long hours to work and may be subject to a road accident because of the sleep deprivation.

40
Q

Historical significance of Ottawa Charter

A

> In 1978, WHO and the United Nations Children’s Fund (UNICEF) held a major conference on health card,
major outcome of the conference attended by over 130 countries was the Declaration of Alma-Ata - highlighted inequalities that exist in health as a result of a combination of economic, political and cultural factors - encouraged counties to take action in areas such as equity, social justice, collaboration, community participation, empowerment and health promotion.
attempt to building on progress made through Declaration of Alma-Ata, Ottawa Charter for Health Promotion was produced in Nov, 1986.
provides a charter for countries to follow and to manage health promotion.

41
Q

What strategies do schools employ to promote health of individuals?

A

A health promoting school is one that operates in a way that demonstrates a whole school commitment to improving and protecting health and well being of school community.
In promoting health, schools use their curriculum, teaching and learning components. (PDHPE compulsory - yr10)
The school environment, organisation and ethos is another major factor in promoting health of individuals. It includes the physical and social environment which should provide a safe, stimulating, fun place to learn, work and play.
Partnerships and services refer to partnerships formed between school and wider community. This may be a partnership with the Salvos in providing breakfast for kids in the morn.

42
Q

Role of preventative health promotion in improving health.

A

Preventative health promotion are the traditional approaches of the health section which regards health as the absence of illness and disease. There are 3 main stages:
Primary - preventing initial occurrence such as childhood immunisation programs
Secondary - stopping or slowing existing illness such as screening services
Tertiary - reducing reoccurrence and establishment of chronic illness such as rehab

43
Q

Benefits of fitness testing?

A

Enables comparisons to made with normative data. From this unfocused can make judgements about their own fitness levels and make necessary actions or changes.
Enables comparisons to be made with previous performances and thus people can gauge progress of own fitness levels.
Enables us to measure our skill and health related components of health.

44
Q

Skill and health related components of health?

A

HEALTH:
- cardio respiratory endurance delivers sufficient oxygen and nutrients to working muscles and removes co2 and other waste products
- muscular endurance capacity exert force repeatedly
- muscular strength exert force against resistence
- flexibility enables full range of movement, prevention of injury
- body composition
SKILL:
- power
- agility
- reaction time
- speed
- balance
- coordination

45
Q

Fitness testing in health related.

A
  • body composition: BMI
  • cardiorespiratory endurance: 1.6km run
  • muscular strength: one repetition maximum
  • muscular endurance: sit ups (60secs)
  • flexibility: sit and reach
46
Q

Fitness testing in skill related.

A
  • balance: balance boards
  • agility: shuttle runs
  • coordination: alternate ball toss
  • power: vertical jump
  • reaction time: computer generated response
  • speed
47
Q

Centre of gravity is? Base of support?

A

The point at which all gravitational forces act - around the centre/waist when standing. The location will depend on the person’s body positions at any given time and the movements they are performing.
Base of support refers to the area bounded by the body parts in contact with the ground.
Together these determine stability. Having a wide base of support and low centre of gravity is stable. High centre of gravity, small base of support makes person less stable.

48
Q

How splints, slings or bandages can be used in treatment of injuries?

A

For the management of fractures, bandages may be used to immobilise the area which will reduce pain, discomfort and further damage to tissue.
Splints will support the fractured area and prevent fractures becoming open fractures.
Slings will again support and immobilise the fracture.

49
Q

Managing first aid in a car accident

A

> Situational analysis: assessing the situation and determining priorities
Check for potential dangers such as leaking petrol
Determine the number of casualties and their condition (ie.shock)
Take charge of directing traffic and ensuring one person is calling ambulance by using hazard lights on a safely parked car to warn other vehicles
Ask bystanders to assist with helping people who may not be injured but suffering from shock

50
Q

STOP

A

Stop: casualty from playing/whatever they have been taking part in
Talk: where does it hurt, has this happened before, pain scale
Observe: physical and emotional state
Prevent further injury: continue to monitor minor injuries

PDHPE (3 decks)

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