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SYLLABUS QUIZ Flashcards

1
Q

• measuring health status

LHS

A

 role of epidemiology

 measures of epidemiology (mortality, infant mortality, morbidity, life expectancy)

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2
Q

RHS

• measuring health status

A

• critique the use of epidemiology to describe health status by considering questions such as:
 what can epidemiology tell us?
 who uses these measures?
 do they measure everything about health status?

• use tables and graphs from health reports to analyse current trends in life expectancy and major causes of morbidity and mortality for the general population and comparing males and females

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3
Q

LHS

• identifying priority health issues

A 
	social justice principles
	priority population groups
	prevalence of condition
	potential for prevention and early intervention
	costs to the individual and community
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4
Q

RHS

• identifying priority health issues

A

• argue the case for why decisions are made about health priorities by considering questions such as:
 how do we identify priority issues for Australia’s health?
 what role do the principles of social justice play?
 why is it important to prioritise?

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5
Q

LHS

• groups experiencing health inequities

A 
	Aboriginal and Torres Strait Islander peoples
	socioeconomically disadvantaged people
	people in rural and remote areas
	overseas-born people
	the elderly
	people with disabilities
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6
Q

RHS

• groups experiencing health inequities

A

• research and analyse Aboriginal and Torres Strait Islander peoples and ONE other group experiencing health inequities by investigating:
 the nature and extent of the health inequities
 the sociocultural, socioeconomic and environmental determinants
 the roles of individuals, communities and governments in addressing the health inequities

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7
Q

LHS

• high levels of preventable chronic disease, injury and mental health problems

A 
	cardiovascular disease (CVD)
	cancer (skin, breast, lung)  
	diabetes
	respiratory disease
	injury
	mental health problems and illnesses
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8
Q

RHS

• high levels of preventable chronic disease, injury and mental health problems

A

• research and analyse CVD, cancer and ONE other condition listed by investigating:
 the nature of the problem
 extent of the problem (trends)
 risk factors and protective factors
 the sociocultural, socioeconomic and environmental determinants
 groups at risk

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9
Q

LHS

• a growing and ageing population

A

 healthy ageing
 increased population living with chronic disease and disability
 demand for health services and workforce shortages
 availability of carers and volunteers.

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10
Q

RHS

• a growing and ageing population

A 
•	assess the impact of a growing and ageing population on: 
	the health system and services
	health service workforce
	carers of the elderly
	volunteer organisations
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11
Q

LHS

• health care in Australia

A

 range and types of health facilities and services
 responsibility for health facilities and services
 equity of access to health facilities and services
 health care expenditure versus expenditure on early intervention and prevention
 impact of emerging new treatments and technologies on health care, eg cost and access, benefits of early detection
 health insurance: Medicare and private

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12
Q

RHS

• health care in Australia

A

• evaluate health care in Australia by investigating issues of access and adequacy in relation to social justice principles. Questions to explore include:
 how equitable is the access and support for all sections of the community?
 how much responsibility should the community assume for individual health problems?

• describe the advantages and disadvantages of Medicare and private health insurance, eg costs, choice, ancillary benefits

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13
Q

LHS

• complementary and alternative health care approaches

A

 reasons for growth of complementary and alternative health products and services
 range of products and services available
 how to make informed consumer choices

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14
Q

RHS

• complementary and alternative health care approaches

A

• critically analyse complementary and alternative health care approaches by exploring questions such as:
 how do you know who to believe?
 what do you need to help you make informed decisions?

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15
Q

LHS

• health promotion based on the five action areas of the Ottawa Charter

A

 levels of responsibility for health promotion
 the benefits of partnerships in health promotion, eg government sector, non-government agencies and the local community
 how health promotion based on the Ottawa Charter promotes social justice
 the Ottawa Charter in action

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16
Q

RHS

• health promotion based on the five action areas of the Ottawa Charter

A

• argue the benefits of health promotion based on:
 individuals, communities and governments working in partnership
 the five action areas of the Ottawa Charter

  • investigate the principles of social justice and the responsibilities of individuals, communities and governments under the action areas of the Ottawa Charter
  • critically analyse the importance of the five action areas of the Ottawa Charter through a study of TWO health promotion initiatives related to Australia’s health priorities
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17
Q

LHS

• energy systems

A

 alactacid system (ATP/PC)
 lactic acid system
 aerobic system

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18
Q

RHS

• energy systems

A 
•	analyse each energy system by exploring:
–	source of fuel
–	efficiency of ATP production
–	duration that the system can operate
–	cause of fatigue 
–	by-products of energy production
–	process and rate of recovery
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19
Q

LHS

• types of training and training methods

A

 aerobic, eg continuous, Fartlek, aerobic interval, circuit
 anaerobic, eg anaerma
 ent
 SKIobic interval
 flexibility, eg static, ballistic, PNF, dynamic
 strength training, eg free/fixed weights, elastic, hydraulic

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20
Q

RHS

• types of training and training methods

A

• assess the relevance of the types of training and training methods for a variety of sports by asking questions such as:
 which types of training are best suited to different sports?
 which training method(s) would be most appropriate? Why?
 how would this training affect performance?

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21
Q

LHS

• principles of training

A 
	progressive overload
	specificity
	reversibility
	variety
	training thresholds
	warm up and cool down
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22
Q

RHS

• principles of training

A

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

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23
Q

LHS

• physiological adaptations in response to training

A 
	resting heart rate
	stroke volume and cardiac output
	oxygen uptake and lung capacity
	haemoglobin level
	muscle hypertrophy
	effect on fast/slow twitch muscle fibres
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24
Q

RHS

• physiological adaptations in response to training

A

• examine the relationship between the principles of training, physiological adaptations and improved performance

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25
Q

LHS

• motivation

A

 positive and negative

 intrinsic and extrinsic

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26
Q

RHS

• motivation

A

• evaluate performance scenarios to determine the appropriate forms of motivation, eg golf versus boxing

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27
Q

LHS

• anxiety and arousal

A

 trait and state anxiety
 sources of stress
 optimum arousal

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28
Q

RHS

• anxiety and arousal

A

• explain the difference between anxiety and arousal in terms of the effects on performance

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29
Q

LHS

• psychological strategies to enhance motivation and manage anxiety

A

 concentration/attention skills (focusing)
 mental rehearsal/visualisation/imagery
 relaxation techniques

30
Q

RHS

• psychological strategies to enhance motivation and manage anxiety

A

• research case studies of athletes from different sports and ascertain the nature of their motivation and the psychological strategies they employ.

31
Q

LHS

• nutritional considerations

A

 pre-performance, including carbohydrate loading
 during performance
 post-performance

32
Q

RHS

• nutritional considerations

A

• compare the dietary requirements of athletes in different sports considering pre-, during and post-performance needs

33
Q

LHS

• supplementation

A

 vitamins/minerals
 protein
 caffeine
 creatine products

34
Q

RHS

• supplementation

A

• critically analyse the evidence for and against supplementation for improved performance

35
Q

LHS

• recovery strategies

A

 physiological strategies, eg cool down, hydration
 neural strategies, eg hydrotherapy, massage
 tissue damage strategies, eg cryotherapy
 psychological strategies, eg relaxation

36
Q

RHS

• recovery strategies

A

• research recovery strategies to discern their main features and proposed benefits to performance.

37
Q

LHS

• stages of skill acquisition

A

 cognitive
 associative
 autonomous

38
Q

RHS

• stages of skill acquisition

A

• examine the stages of skill acquisition by participating in the learning of a new skill, eg juggling, throwing with the non-dominant arm

39
Q

LHS

• characteristics of a learner

A 
C onfidence
H eredity
E xperience 
A bility
P ersonality
40
Q

RHS

• characteristics of a learner

A

• describe how the characteristics of the learner can influence skill acquisition and the performance of skills

41
Q

LHS

• the learning environment

A

 nature of the skill (open, closed, gross, fine, discrete, serial, continuous, self-paced, externally paced)
 the performance elements (decision-making, strategic and tactical development)
 practice method (massed, distributed, whole, part)
 feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance)

42
Q

RHS

• the learning environment

A

• design a suitable plan for teaching beginners to acquire a skill through to mastery. The plan should reflect:
 appropriate practice methods for the learners
 the integration of relevant performance elements
 an awareness of how instruction may vary according to characteristics of the learner
 how feedback will be used as learners progress through the stages of skill acquisition

43
Q
  • nature of the skill (……..)?
A

(open, closed, gross, fine, discrete, serial, continuous, self-paced, externally paced)

44
Q
  • the performance elements (…)
A

(decision-making, strategic and tactical development)

45
Q
  • practice method
A

(massed, distributed, whole, part)

46
Q
  • feedback
A

feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance)

47
Q

LHS

• assessment of skill and performance

A

 characteristics of skilled performers, eg kinaesthetic sense, anticipation, consistency, technique
 objective and subjective performance measures
 validity and reliability of tests
 personal versus prescribed judging criteria

48
Q

RHS

• assessment of skill and performance

A

• develop and evaluate objective and subjective performance measures to appraise performance

49
Q

LHS

• ways to classify sports injuries

A

 direct and indirect
 soft and hard tissue
 overuse

50
Q

RHS

• ways to classify sports injuries

A

• identify specific examples of injuries that reflect each of the classifications

51
Q

LHS

• soft tissue injuries

A

 tears, sprains, contusions
 skin abrasions, lacerations, blisters
 inflammatory response

52
Q

RHS

• soft tissue injuries

A

• manage soft tissue injuries:
 RICER (Rest, Ice, Compression, Elevation, Referral)
 immediate treatment of skin injuries

53
Q

LHS

• hard tissue injuries

A

 fractures

 dislocation

54
Q

RHS

• hard tissue injuries

A

• manage hard tissue injuries
 assessment for medical attention
 immobilisation

55
Q

LHS

• assessment of injuries

A

 TOTAPS (Talk, Observe, Touch, Active and Passive movement, Skills test).

56
Q

RHS

• assessment of injuries

A

• perform assessment procedures to determine the nature and extent of injury in simulated scenarios.

57
Q

LHS

• children and young athletes

A

 medical conditions (asthma, diabetes, epilepsy)
 overuse injuries (stress fractures)
 thermoregulation
 appropriateness of resistance training

58
Q

RHS

• children and young athletes

A

• analyse the implications of each of these considerations for the ways young people engage in sport and how each is managed.

59
Q

RHS

• adult and aged athletes

A

 heart conditions
 fractures/bone density
 flexibility/joint mobility

60
Q

LHS

• adult and aged athletes

A

• explain the sports participation options available for aged people with medical conditions

61
Q

LHS

• female athletes

A

 eating disorders
 iron deficiency
 bone density
 pregnancy.

62
Q

RHS

• female athletes

A

• assess the degree to which iron deficiency and bone density affect participation in sport.

63
Q

LHS

• physical preparation

A

 pre-screening
 skill and technique
 physical fitness
 warm up, stretching and cool down

64
Q

RHS

• physical preparation

A

• analyse different sports in order to determine priority preventative strategies and how adequate preparation may prevent injuries

65
Q

LHS

• sports policy and the sports environment

A 
	rules of sports and activities
	modified rules for children
	matching of opponents, eg growth and development, skill level
	use of protective equipment
	safe grounds, equipment and facilities
66
Q

RHS

• sports policy and the sports environment

A

• critically analyse sports policies, rules and equipment to determine the degree to which they promote safe participation, eg heat rules, rugby union scrum rules

67
Q

LHS

• environmental considerations

A

 temperature regulation (convection, radiation, conduction, evaporation)
 climatic conditions (temperature, humidity, wind, rain, altitude, pollution)
 guidelines for fluid intake
 acclimatisation

68
Q

RHS

• environmental considerations

A
  • evaluate strategies an athlete could employ to support the body’s temperature regulation mechanisms
  • analyse the impact of climatic conditions on safe sports participation
69
Q

LHS

• taping and bandaging

A

 preventative taping
 taping for isolation of injury
 bandaging for immediate treatment of injury.

70
Q

RHS

• taping and bandaging

A
  • demonstrate taping and bandaging techniques, including taping the ankle, wrist and thumb
  • evaluate the role taping plays in both the prevention and treatment of injury.

Sn PE Flip (23 decks)

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