Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Sn PE Flip > SYLLABUS QUIZ > Flashcards

SYLLABUS QUIZ Flashcards

1
Q

• measuring health status

LHS

A

 role of epidemiology

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

LHS

• energy systems

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

LHS

• principles of training

A 
	progressive overload
	specificity
	reversibility
	variety
	training thresholds
	warm up and cool down
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

RHS

• principles of training

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

RHS

• physiological adaptations in response to training

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
LHS | • motivation
 positive and negative |  intrinsic and extrinsic
26
RHS | • motivation
• evaluate performance scenarios to determine the appropriate forms of motivation, eg golf versus boxing
27
LHS | • anxiety and arousal
 trait and state anxiety  sources of stress  optimum arousal
28
RHS | • anxiety and arousal
• explain the difference between anxiety and arousal in terms of the effects on performance
29
LHS | • psychological strategies to enhance motivation and manage anxiety
 concentration/attention skills (focusing)  mental rehearsal/visualisation/imagery  relaxation techniques
30
RHS | • psychological strategies to enhance motivation and manage anxiety
• research case studies of athletes from different sports and ascertain the nature of their motivation and the psychological strategies they employ.
31
LHS | • nutritional considerations
 pre-performance, including carbohydrate loading  during performance  post-performance
32
RHS | • nutritional considerations
• compare the dietary requirements of athletes in different sports considering pre-, during and post-performance needs
33
LHS | • supplementation
 vitamins/minerals  protein  caffeine  creatine products
34
RHS | • supplementation
• critically analyse the evidence for and against supplementation for improved performance
35
LHS | • recovery strategies
 physiological strategies, eg cool down, hydration  neural strategies, eg hydrotherapy, massage  tissue damage strategies, eg cryotherapy  psychological strategies, eg relaxation
36
RHS | • recovery strategies
• research recovery strategies to discern their main features and proposed benefits to performance.
37
LHS | • stages of skill acquisition
 cognitive  associative  autonomous
38
RHS | • stages of skill acquisition
• examine the stages of skill acquisition by participating in the learning of a new skill, eg juggling, throwing with the non-dominant arm
39
LHS | • characteristics of a learner
``` C onfidence H eredity E xperience A bility P ersonality ```
40
RHS | • characteristics of a learner
• describe how the characteristics of the learner can influence skill acquisition and the performance of skills
41
LHS | • the learning environment
 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
RHS | • the learning environment
• 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
- nature of the skill (........)?
(open, closed, gross, fine, discrete, serial, continuous, self-paced, externally paced)
44
- the performance elements (...)
(decision-making, strategic and tactical development)
45
- practice method
(massed, distributed, whole, part)
46
- feedback
feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance)
47
LHS | • assessment of skill and performance
 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
RHS | • assessment of skill and performance
• develop and evaluate objective and subjective performance measures to appraise performance
49
LHS | • ways to classify sports injuries
 direct and indirect  soft and hard tissue  overuse
50
RHS | • ways to classify sports injuries
• identify specific examples of injuries that reflect each of the classifications
51
LHS | • soft tissue injuries
 tears, sprains, contusions  skin abrasions, lacerations, blisters  inflammatory response
52
RHS | • soft tissue injuries
• manage soft tissue injuries:  RICER (Rest, Ice, Compression, Elevation, Referral)  immediate treatment of skin injuries
53
LHS | • hard tissue injuries
 fractures |  dislocation
54
RHS | • hard tissue injuries
• manage hard tissue injuries  assessment for medical attention  immobilisation
55
LHS | • assessment of injuries
 TOTAPS (Talk, Observe, Touch, Active and Passive movement, Skills test).
56
RHS | • assessment of injuries
• perform assessment procedures to determine the nature and extent of injury in simulated scenarios.
57
LHS | • children and young athletes
 medical conditions (asthma, diabetes, epilepsy)  overuse injuries (stress fractures)  thermoregulation  appropriateness of resistance training
58
RHS | • children and young athletes
• analyse the implications of each of these considerations for the ways young people engage in sport and how each is managed.
59
RHS | • adult and aged athletes
 heart conditions  fractures/bone density  flexibility/joint mobility
60
LHS | • adult and aged athletes
• explain the sports participation options available for aged people with medical conditions
61
LHS | • female athletes
 eating disorders  iron deficiency  bone density  pregnancy.
62
RHS | • female athletes
• assess the degree to which iron deficiency and bone density affect participation in sport.
63
LHS | • physical preparation
 pre-screening  skill and technique  physical fitness  warm up, stretching and cool down
64
RHS | • physical preparation
• analyse different sports in order to determine priority preventative strategies and how adequate preparation may prevent injuries
65
LHS | • sports policy and the sports environment
```  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
RHS | • sports policy and the sports environment
• 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
LHS | • environmental considerations
 temperature regulation (convection, radiation, conduction, evaporation)  climatic conditions (temperature, humidity, wind, rain, altitude, pollution)  guidelines for fluid intake  acclimatisation
68
RHS | • environmental considerations
* 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
LHS | • taping and bandaging
 preventative taping  taping for isolation of injury  bandaging for immediate treatment of injury.
70
RHS | • taping and bandaging
* 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)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions