NSW INDEPENDENT TRIAL EXAMS – 2015

PDHPE PRELIMINARY YR 11 EXAMINATION

MARKING GUIDELINES

Section I – Part A

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
B C B D B C A A D D A C D B C

Section I – Part B

Question 16(a)
Criteria Marks
 Proposes a range of protective health behaviours to enhance an individual’s physical
3
dimension of health
 Proposes protective health behaviours to enhance an individual’s physical dimension of
2
health
 Identifies protective health behaviours to enhance an individual’s health 1
Answer may include: Examples of protective health behaviours:
 Following dietary guidelines for Australians and seek advice on nutrition
 Consult GP for regular health checks
 Regularly complete self-health examinations (self breast examination and checking for changes in moles
on skin)
 Adhere to the recommendations for physical activity for Australians
 Adopting preventing health care – pap smears and HPV vaccinations
 Consuming alcohol at responsible levels

Question 16(b)
Criteria Marks
 Sketches in general terms how access to technology AND health services can influence an
4
individual’s health
 Sketches in general terms how access to technology OR health services can influence an
2−3
individual’s health
 Identifies how access to technology and/or health services can influence health 1
Answer may include:
 Access to technology can increase an individual’s access to health information and as a result they make
more informed health choices and achieve better health outcomes. For example – information and
practices on nutritional meal planning and how to read nutritional labels.
 Poor access to health services (primary care) limits the ability for the individual to have regular health
check-ups and have preventative health screening, e.g. pap smears/mammograms/bowel cancer screening.
This can greatly affect the health of the individual.
 Individuals who have better access to health services have higher response times in emergency situations
and better health outcomes as a result. Individuals in rural and remote areas are a group that have
decreased access to health care services in comparison to those living in urban areas.

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 1
Question 17(a)
Criteria Marks
 Sketches in general terms a strategy which uses diversity to promote the health of
individuals 3
 Provides a relevant example which supports the answer
 Outlines diversity with some links to the health of individuals
OR
2
 Identifies the key features of diversity and applies it to promoting the health of individuals
 Provides an example
 Provides some relevant information about diversity OR the health of individuals 1
Answer may include:
 Diversity is a principle of social justice which is vital to promoting the health of individuals.
 Diversity is variety, or difference, between individuals and groups of people. The application of this
principle attempts to acknowledge that all individuals and groups are provided with sufficient resources to
both support and empower them to improve their health.
 For example, NSW health provides translations and publications in a range of community languages in
order to support cultural and linguistic diverse communities. This can be in the form of leaflets, online
and interpretive services.

Question 17(b)
Criteria Marks
 Clearly explains how creating supportive environments and developing personal skills
have contributed to a reduction in tobacco use 5
 Provides relevant examples to support answer
 Explains aspects of how creating supportive environments and developing personal skills
have contributed to a reduction in tobacco use
OR 3–4
 Describes creating supportive environments and developing personal skills with links to
tobacco use
 Provides some relevant information on creating supportive environments and/or
1–2
developing personal skills and/or tobacco use
Answer may include:
 Creating supportive environments focuses on the places where people live, work and play. It also focuses
on increasing people’s ability within these settings to make health-promoting choices and is concerned
with our social and physical environments. This allows workplaces, support groups, health services,
schools, the media and families help provide a supportive environment. Smoke free workplaces, smoke
free entertainment areas such as sporting facilities, cinemas and Quitline support and information support
available in numerous languages. This supports people to either not take up smoking or have support if
trying to quit. From July 1, 2015 there is no smoking in outdoor public dining areas.
 Developing personal skills is the provision of information and education about health as well as the
development of life skills in order to make informed choices. This allows individuals to exercise greater
control over their health, environment and in making healthy choices. This takes place in settings such as
schools and the workplace, whilst the media and various programs also contribute. Examples include drug
education in Stage 4 and 5 PDHPE programs, the Crossroads program by the DEC aimed at Stage 6
students, online quit services and media advertising. Individuals who have therefore developed
knowledge and skills in relation to tobacco use are then less likely to take up smoking.
 These methods together are gradually working in Australia. The percentage of ‘serious’ smokers is
dropping by about 1% per year. Percent of smokers is down to around 12% (ie 1in 8 adults). In coastal
cities it is even lower (about 11%). Only about 8% (ie 1 in 12) of coastal city adults of higher socio-
economic status still smoke. It is slightly higher in adults of low socio-economic status. It is slightly
higher again in rural regions -& much higher yet again in remote areas. The % of ‘serious’ smokers
remains very high in Indigenous (Aboriginal & Torres Strait Islander) communities –ie around 50% -but
dropping slowly. Also the number of cigarettes smoked per week is dropping in ‘serious’ smokers –from
around 150 to about 120 cigarettes per week per adult ‘serious’ smoker over the last few years –including
Indigenous adults.

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 2
Question 18(a)
Criteria Marks
 Provide structural and functional features of arteries, veins and capillaries 3
 Provides structural and/or functional features of TWO of the structures identified
OR
2
 Sketches in general terms some structural and functional features of arteries, veins and
capillaries
 Recognises and names characteristics/features of arteries, veins or capillaries 1
Answer may include:
Structure Function
Thick, strong, elastic walls containing Carry oxygenated blood away from the heart
Arteries smooth muscle to withstand pressure of to body tissues/cells –deoxygenated blood
blood pumped from heart from heart to lungs
Walls are thin and have more flexibility to
Carry deoxygenated blood from the body
allow blood to flow readily –valves so no
Veins tissues back to the right atrium/heart –carry
backflow –higher total cross-sectional area
oxygenated blood from lungs to heart
than arteries, because slower flowing
Link between arterioles (small arteries) and
Walls are extremely thin & porous to allow venules (small veins) which provides a large
diffusion in & out of cells –extremely high surface area that allows oxygen and
Capillaries
surface area for maximal diffusion -capillary nutrients to pass into cells and carbon
network is dense in active tissue dioxide & wastes to move from cells to
blood

Question 18(b)
Criteria Marks
 Makes evident how a synovial joint functions during movement
 Provides relevant structural and functional terminology 4
 Relates information to the image
 Sketches in general terms how movement occurs in a synovial joint
OR 2–3
 Sketches in general terms the structural components of the knee joint
 Provides some information about structures in a knee joint 1
Answer may include:
 The knee joint is a hinge joint allowing flexion and extension and limited rotation while in the flexed
position. A gliding synovial joint exists between the femur and patella. When the quadriceps muscle
contracts, the knee joint will extend drawing the tibia away from the femur. A movement experience
where this would happen is the action of kicking a soccer ball.
 Tendons are tough, inelastic tissue which attach muscle to bone. In the diagram the quadriceps muscle is
attached to the tibia through a tendon. All muscles that are attached to bones are connected through
tendons. When the muscle contracts as with the quadriceps during a kick, it pulls on the tendon which in
turn, pulls on the bone.
 The joint has ligaments to each side (lateral and medial) and cruciate ligaments going between the femur
and tibia. These relatively inelastic tissues provide stability to the joint by holding it in place as the bones
hinge during movement.
 On the ends of the bones there is a smooth white tissue called articular cartilage. This helps eliminate
friction as the bones glide over one another during movement. The articular cartilage can be damaged
with wear and tear and particularly if the joint loses its synovial fluid.
 In this joint, synovial fluid is encased in a membrane between the femur and tibia. It acts as a lubricant
and forms a fluid cushion between joint surfaces. If the knee joint is under pressure, then synovial fluid
will become available to the joint space to assist with efficient movement.

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 3
Question 19(a)
Criteria Marks
 Describes how a golfer can use momentum efficiently when striking the ball 3
 Outlines how a golfer can use momentum efficiently when striking the ball 2
 Provides some relevant information about a golfer striking the ball 1
Answer may include:
 Momentum = Mass x Velocity
 During the golf swing, momentum is transferred from the body to the golf club and then to the golf ball.
 The body must be moving to have momentum. Following a movement away from the ball (backswing),
forward momentum (downswing) is generated by the trunk and shoulders turning towards the ball. This
momentum is then transferred to the ball through the arms and club. Momentum slows after contact as the
body completes its turn.
 Momentum may be increased by changing the mass of the club.
 Momentum may also be increased by swinging the club faster.
 Balancing mass and velocity in the golf swing is important. If the mass of the club is too high, it may be
too difficult to generate the desired momentum. If velocity is too high, the swing may become erratic.

Question 19(b)
Criteria Marks
 Sketches in general terms a range of strategies used to minimise fluid resistance
5
 Provides relevant swimming/cycling examples
 Sketches in general terms some strategies used to minimise fluid resistance
3–4
 Limited swimming/cycling examples
 Identifies a strategy used in swimming or cycling 1–2
Answer may include:
Swimmers:
 Reducing drag by streamlining, reducing skin friction drag (swimwear enhancements), reducing the
amount of surface area in contact with water
 Lift – in freestyle the arms and legs provide the drive in lifting the body by pushing back on the water
 Stabilising – maintaining the leg kick within the water assists in reducing resistance and assists in
reducing the roll of the body
Cyclists:
 Body positioning – using a crouch position to reduce the size of the frontal area
 Wearing streamlined helmets with smooth shapes that allow the air to flow over freely
 Wearing tight fitting synthetic clothing to reduce skin friction
 Riding bikes that are aerodynamically efficient

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 4
Section II

Question 20 – First Aid

20(a)
Criteria Marks
 Provides the characteristics and features of the legal and moral issues for individuals in
first aid situations 4–5
 Provides range of relevant examples
 Sketches in general terms the legal and moral issues for individuals in first aid situations
2–3
 Provides some examples
 Identifies legal and moral issues experienced in first aid situations 1
Syllabus areas: Legal and moral issues:
 Legal implications, e.g. Workplace Health and Safety legislation, litigation
 Moral obligations, e.g. duty of care, responsible citizenship
 Common sense versus heroics

Answer may include:

 A number of laws and regulations exist to protect first aiders and injured individuals in first aid situations.
For example the Good Samaritan clause in the NSW Civil Liability Act. Here an individual who is acting in
good faith to assist someone who is injured cannot be held liable. It is important in the instance of
administering first aid that you legally must gain consent when going to administer first aid. This consent
is implied if the person injured is unconscious. If consent is not obtained from a conscious patient, don’t
give first aid. In the workplace, workplace health and safety regulations impose regulations for the safe
working environment and first aid for employees.
 Individuals can feel morally obliged to assist someone who is injured. There is a duty of care to continue
administering first aid once it has started and do so until trained medical staff arrive. The first aider needs
to exercise the duty of care to themselves also and ensure they too are not placed at risk when providing
first aid, e.g. cross-infection. This often poses a moral dilemma to individuals placed in this situation.

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 5
20(b)
Criteria Marks
 Justifies the main priorities for assessment AND management of first aid situations
 Provides a range of examples 9–10
 Provides a clear and logical response
 Discusses the main priorities for assessment AND management of first aid situations
 Provides a range of examples 7–8
 Provides a clear and logical response
 Describes the main priorities for assessment AND/OR management of first aid situations
5–6
 Provides some examples
 Outlines the main priorities for assessment AND/OR management of first aid situations
3–4
 Limited examples
 Provides some relevant information regarding priorities for managing a first aid situation 1–2
Syllabus areas:
 Setting priorities for managing a first aid situation and assessing the casualty:
 Situational analysis
 Priority assessment procedures
 DRSABCD (Danger, Response, Send for help, Airway, Breathing, CPR, Defibrillation)
 STOP (Stop, Talk, Observe, Prevent further injury)
 Crisis management:
 Cardiopulmonary resuscitation (CPR)
 Bleeding
 Shock
 Neck and spinal injury
 Moving the casualty
 Medical referral
 Care of the unconscious casualty

Answer may include:

 Situational analysis – as a first aider you need to evaluate the situation, priority order to treat casualties
and administer treatment. Prepare an action plan and put into action, that is, control the situation, what
has happened, what is the best way to deal with this situation with available skills of people.
 The situational analysis is paramount in the assessment of the casualty – first to ensure no danger is to
come to themselves or bystanders and then to the casualty. Determining what happened in the situation,
for example, car accident with a pedestrian, it is important that danger is minimised by removing all
bystanders from the area and asking them to control and monitor other traffic and contact help/emergency
services. Through the assessment of how many casualties are involved in the first aid situation, treatment
priority can be determined.
 Assess how many casualties and their treatment priority – it is essential to not place yourself at risk when
assessing casualties. Priorities for treatment – include clearing airways and restoring breathing,
controlling bleeding and other injuries such as burns or fractures.

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 6
Question 21 – Movement Composition and Performance
21(a)
Criteria Marks
 Provides characteristics and features of the methods used to appraise a movement
4–5
performance
 Sketches in general terms the methods used to appraise a movement performance 2–3
 Provides some relevant information about appraisal and/or movement performance 1
Answer may include:
 Observing can be objective or subjective.
 Objective observation is judgement based on a predetermined set of criteria used to measure a
performance and uses things such as checklists or rating scales.
 Analysing is investigating the technical aspect of a performance. It uses things such as statistics to
appraise a performance, norms to compare the movement to a standard and breaking down of a
performance into its individual components in order to give feedback to the performer.
 Experiencing is the performance of movements to gain concurrent feedback. As performers become more
experienced, they are better able to make judgements of whether they have performed that skill or
movement correctly.

21(b)
Criteria Marks
 Inquires into and draw conclusions about how rhythm and timing relate to different
movement mediums 9–10
 Uses TWO mediums studied to support answer
 Makes the relationship evident between rhythm, timing and different movement mediums
7–8
 Uses TWO mediums studied to support answer
 Provides characteristics and features of rhythm and timing
5–6
 Uses a medium to support answer
 Sketches in general terms rhythm and timing 3–4
 Provides some relevant information about rhythm and/or timing 1–2
Answer may include:
 Time and rhythm are essential elements in all movement mediums.
 Components include – musical applications:
o Beat relates to rhythm and is the steady, underlying beat or pulse that is organised in repeatable
patterns.
o Tempo also relates to rhythm and is the speed of the beat whether it is fast, moderate or slow. If the
tempo of the beat is changed, the performer can explore and create movements that portray an
intended purpose.
o Accent relates to rhythm and is the emphasis or stress put on a beat within a measure.
 Duration is how long it takes to perform a movement or the time in which a movement must be
performed.
 Momentum is the speed at which we perform a movement. Changes in speed give moments of
acceleration and deceleration during the movement.
 Self-paced movements are skills where the performer has control over the timing of the skill, including
when it begins and when it ends whilst externally paced movements are skills where the pace and timing
of the skill is controlled by outside influences such as music or an opponent.
 Timing is especially evident when skills and movements are choreographed to music. It also relates to
being in time with other performers and/or opponents.

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 7
Question 22 – Fitness Choices
22(a)
Criteria Marks
 Makes evident consumer action used to decipher whether advertisement claims are
believable
4–5
 Provides relevant examples of processes that can be followed to research advertisement
claims
 Sketches in general terms how a consumer can determine if advertising claims are
believable 2–3
 Provides relevant examples
 Recognises and names different processes to check that advertising claims are reliable 1
Answer may include:
 The fitness industry is known for their persuasive advertisements that entice the consumer to purchase the
product. Consumers need to take their time to investigate the product to ensure it can deliver what it says
it can.
 A consumer should check to see if the product or service is endorsed by a recognised fitness or health
institution.
 Check that the person offering the service or product has suitable qualifications. For example, who
designed the shoe in the advertisement? What is their background?
 Ask about studies which have been done to prove their product makes a difference? How many were in
the study? Was it independently researched?
 Generally, if the Australian Fitness industry or health organisations such as the Heart Foundation endorse
products, they should be considered reliable.

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 8
22(b)
Criteria Marks
 Makes judgements about the level of impact of the barrier to fitness activity participation
 Provides relevant examples to show the reasons for limited participation in fitness 9–10
activities
 Makes a judgement about the effect of the barrier on an individual’s participation in
fitness activities 7–8
 Provides examples
 Provides characteristics and features of some barriers to participation in fitness activities
and how they limit participation 5–6
 Provides examples
 Sketches in general terms barriers to participation in fitness activities
3–4
 Provides an example
 Recognises and names barriers to participation in fitness activities
OR 1–2
 Provides an example or instance of a barrier to fitness activity participation
Answer may include:
 Participating in regular exercise can be challenging. People often say ‘I don’t have enough time’ or I’m
too tired’. These are called barriers to exercise.
 People may find it difficult to exercise if they do not have easy access to facilities. This includes both
physical isolation and financial constraints. For people who live in some rural areas, facilities may be
non-existent.
 A person’s ability to afford access to facilities and products may be a barrier to participation. For
example, gym memberships are very expensive and sometimes require an annual commitment. Some
people are not in a financial position to do this and therefore have a limited range of choices that are left,
many unappealing to them.
 An individuals’ past exercise experience will affect their attitude to exercise. If past experiences have
been negative it will be difficult to motivate that person to exercise.
 Exercise for most people is not a priority and they do not see the health benefits as important. They may
have deadlines for work or social commitments which they think are more important.
 Many people have other responsibilities such as raising families. This can result in mothers and fathers
being time poor and impact on their participation in exercise. Often by the time parents get time to
themselves, they feel too exhausted to exercise.
 If it is not convenient to access exercise environments, people are less likely to use them and more likely
to discontinue their commitment to that activity. For example, if a person needs to catch public transport
to a sport venue, they may be less likely to participate regularly.
 Students must make a judgement on the level of impact of the barriers which will determine one’s
participation in fitness activities.

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 9
Question 23 – Outdoor Recreation
23(a)
Criteria Marks
 Provides accurate characteristics and features of the ethical considerations confronting a
4–5
leader in balancing challenge and safety
 Provides a general sketch of the ethical considerations confronting a leader in balancing
2–3
challenge and safety
 Provides some relevant information about leadership or challenge and safety 1
Answer may include:
 Determining a person’s:
o Previous experiences
o Expectations
o Existing health condition –eg high blood pressure, diabetes
o Age & physical ‘appearance’ –incl. obese or morbidly obese
 Appropriate equipment
 Purpose of the activity – individual or group
 Balancing challenge with safety

23(b)
Criteria Marks
 Provides an accurate judgement based on the suitability of a campsite 9–10
 Provides reasons, (no judgement) based on the suitability of a campsite 7–8
 Provides a general sketch, (no judgement) based on the suitability of a campsite 5–6
 Provides some relevant information about a campsite 3–4
 Provides limited general information about a campsite 1–2
Answer may include:
 Geographic conditions – location from civilisation, access to safety
 Environmental conditions – distance from water and shade, mountains and rock formations nearby
 Climatic considerations – weather predictions
 Tree-fall evaluation – overhanging branches, dead trees/limbs
 Establishing a campsite – Fireplace, waste disposal

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 10
 NSW INDEPENDENT TRIAL EXAMS – 2015
PDHPE PRELIMINARY YR 11 EXAMINATION
MAPPING GRID

Question Mark Outcomes Assessed Performance Bands

1 1 P3 1-3
2 1 P7 1-3
3 1 P2, P4, P15 2-4
4 1 P3, P5 2-4
5 1 P7, P17 2-4
6 1 P5, P6 2-4
7 1 P7 2-4
8 1 P3 2-4
9 1 P8 2-4
10 1 P16 3-5
11 1 P1, P2 3-5
12 1 P2, P3, P15, p15 3-5
13 1 P7 3-5
14 1 P3, P5 3-5
15 1 P9 4-6
16(a) 3 P3, P6 2-4
16(b) 4 P2, P6 3-5
17(a) 3 P5, P6 3-6
17(b) 5 P4, P5, P6 4-6
18(a) 3 P7 2-3
18(b) 4 P7, P16 3-5
19(a) 3 P7, P9 4-6
19(b) 5 P7, P9, P17 4-6
20(a) 5 P12 2-4
20(b) 10 P6, P12, P15 4-6
21(a) 5 P13 2-4
21(b) 10 P13, P17 4-6
22(a) 5 P15, P16 2-4
22(b) 10 P6, P17 4-6
23(a) 5 P10, P14 2-4
23(b) 10 P10, P14, P16 4-6

NSW Independent Trial Exams 2015 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 11