كتاب العلوم الصحية

Grade12files
HEALTH
SCIENCES
Health Grade 12
Dealing
g witth Emergencies
Nuttrittion
Term 1
First edition 1438-1439 A.H. / 2017-2018 A.D.
Health Sciences
Term 1
2017 - 2018
Introduction
The Health Sciences curriculum will introduce you to a wide range of topics,
from health and well-being, to dealing with accidents and emergencies,
including administering First Aid.
Throughout the Health Sciences curriculum you will learn to become a healthier
and happier young woman. The content within this book will equip you with
the knowledge and skills to keep yourself, your family and your community
safe whilst leading a healthier lifestyle.
This term you will learn how to develop your character to become a healthy
and successful young woman. You will learn how to develop your self- esteem,
and how this relates to your emotional health.
Unfortunately, accidents do happen, so it is important to develop the skills,

knowledge and confidence to effectively deal with these situations. This
will ensure that you are a valuable member of your community, and equip
you with the skills to ensure the safety of your family, friends and others. You
are going to develop your first aid skills by gaining an understanding of the
musculoskeletal system and how to deal with fractures, head and spinal cord
injuries. You will also learn different carrying techniques and how to use these
techniques to save lives in an emergency situation.
Health Sciences
Grade 12 Term 1
12

2018-2017 :
Table of contents
1 14
1.1
Character
building
Good character in relation to health 20
1.2 Self-awareness 26
1.3 Emotional intelligence 38
1.4 How to recognise and manage feelings 48
1.5 The WOOP strategy 70
2 76
Self-esteem
and emotional health
2.1 What is self-esteem? 82
2.2 How the brain works 88
2.3 How your self-esteem develops 90
2.4 What does self-esteem look like? 96

Health Sciences Grade 12 | Term 1
3 110
3.1
Trauma: muscles
and bones
The function of the musculoskeletal system 116
3.2 Common skeletal system injuries: fractures 120
3.3 Spinal cord injuries 138
3.4 Head injuries 144
3.5 Emergency medical care for head injuries 146
4 154
Lifting and moving
patients
4.1 Lifting and moving patients 160
4.2 Body mechanics of lifting a patient 164
4.3 Emergency and non-emergency moves 168
4.4 Types of drags 178
4.5 Out of hospital arena 182

01
Character building
Character can be described as the mental and moral
qualities of an individual. It also refers to the emotional and
ethical traits of a person. Our character is who we really are,
even when no one is watching. Good Character means
doing the right thing just because it is right to do what is right.
There are many traits that are associated with a persons
character. For example, a person with the character quality
of tolerance will be more accepting of others, regardless of
their background.
Character building experiences take you out of your comfort
zone and force you to find new resources within yourself.
The experiences that you have when you are young are
particularly influential for they shape the adult that you will
become. In this unit, you will learn about a range of character
building strategies and identify opportunities that will allow
you to build good character.
Learning
outcomes
Unit 1: Character building
12.1.1 Explain the traits of good character and how to develop them.
12.1.2 Explore the concept of good character in relation to health.
12.1.3 Describe the traits that contribute to good character.
12.1.4 Discuss ways to develop good character through every day practices.
12.1.5 Explain the benefits to a persons health in developing good character.
12.1.6 Understand how to recognise and manage feelings.
Learning outcomes - Health Sciences 12 Term 1|17

Glossary of key
words
Word Form Definition
Knowledge of a subject, issue
Awareness Noun
or situation.
The way someone acts a

Behaviour Verb
certain way.
A good or helpful result from

Benefits Noun
something.
To make something different

Change Verb
about yourself.
To pick or decide between two

Choices Noun
or more possible outcomes.
The action of focusing all your

Concentration Noun
attention.
Improve Verb To become better than before.
Something that controls what a

Limitations Noun person can do (such as limited
ability).
Manage Verb To have control of something.

A persons way of thinking and
Mindset Noun
their opinions.
To continue doing something
Persevere Verb even when faced with
challenges.
The set of emotional qualities or
Personality Noun ways of behaving that makes a
person different from another.
To make yourself ready for
Prepare Verb something that you will be
doing.
To know someone or something
Recognise Verb because you have seen her or
experienced it before.
Self- Taking responsibility of your
Noun
management behaviour and wellbeing.
A careful plan for achieving a
Strategies Noun goal usually over a long period
of time.
The action of using your mind to
Thinking Noun produce ideas, memories and
decisions.
To know the meaning of
Understand Verb
something.
Glossary of key words - Health Sciences 12 Term 1|19

1.1 Good character in relation to health
Good character in relation to health
The type of person you are, and your ability to control negative traits, can
affect your overall health and wellbeing.
Whether you're serious, shy or the life of the party, your personality influences
how others relate to you. Your personality is influenced by both genetics and
the environment. Your character can also affect your physical health in a
number of different ways.
One way is through your behaviour. For example, if you are super-extrovert,
you might be more likely to take risks than someone who is more cautious.
Stress is also a factor that can have a big impact on your health, so certain
characters are more likely to develop stress-related conditions.
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Activity 1: What is your character?
What type of character do you think you have?
List your main personality traits. For example; shy, loud, outgoing,
adventurous, nervous, cautious, etc.
personality traits
Health Sciences G12 Term 1|21
How different characteristics affect your health:
Optimistic/Cheery
Optimists are more likely to eat well, exercise regularly

and have lower rates of type 2 diabetes. Pessimists
have higher levels of inflammation and stress
hormones, increasing their risk of developing heart
disease or stroke.
On the downside, happy and content people may

find it harder to lose weight.
Outgoing
Extroverts are more likely to live longer. Experts say

the health benefits of being outgoing are linked to
making friends easily, being willing to ask for help and
having skills to cope better with stress.
Novelty-seeker
People who are always looking for the next new

thing tend to have stronger appetites and might
find it harder to lose weight than those who are self-
directed and able to stick to set goals. People who
are reward-driven are more emotionally warm and
sociable, so are more likely to enrol in group weight-
loss programmes.
Conscientious
This personality type is organised and self-

disciplined. They are less inclined to make
negative lifestyle choices and more likely to
stick to healthy nutrition plans. They are also
resilient, making it easier for them to bounce
back from a crisis.
Anxious
Chronic worry, anxiety and a tendency to

depression can all lead to an earlier death.
Chronic worriers are at increased risk partly
because of their unhealthy lifestyle choices.
A long-term study of 6,922 volunteers found
anxious personalities were at increased risk of
developing Parkinson's disease in later life.
Can you change your personality?
You can make changes to your characteristics, but you must acknowledge
unhealthy characteristics.
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Activity 2: Unhealthy characteristics
Can you think of any unhealthy characteristics you have that may prevent
you from being healthy or reaching your full potential?
Characteristic: ________________________________________________________
How this can have a negative effect on you: ___________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Once you recognise your own characteristics, you need to learn strategies or
lifestyle changes to make improvements to the unhealthy ones. For example,
if you are someone who gets stressed easily, taking up activities or exercise
known to reduce stress could make a big difference.
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Activity 3: Improve your characteristics
Using the unhealthy characteristic you have already highlighted, come

up with some strategies that may help you improve that characteristic.
Exercise can improve emotional

and physical health as it can
TIP reduce stress and triggers the
release of endorphins: the feel
good chemicals. Health Sciences G12 Term 1|25
1.2 Self-awareness
Self-awareness
Self-awareness is important in understanding how you think and feel. It is

knowing your strengths, areas of improvement, values and emotions.
Self-awareness is about understanding:
your values, what you believe is important

your beliefs
your motivations
your feelings and emotions
your behaviour
your goals
your thinking patterns
Self-awareness is part of emotional intelligence and is important in achieving
your goals.
EMOTIONAL
INTELLIGENCE
1.2 Self-awareness
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Activity 4: Hopes and dreams
Answer the questions below. Ask yourself about your hopes and dreams,
needs, skills, personal interests and values. There are no right or wrong
answers as it is personal to you.
1. Hopes and dreams what do you want to happen in the future?

___________________________________________________________________
___________________________________________________________________
2. Needs what do you need that is very important to you?

___________________________________________________________________
___________________________________________________________________
3. Skills what are you able to do very well?
_________________________________________________________________
___________________________________________________________________
4. Personal Interests what activities do you enjoy?
_____________________________________________________________________
_____________________________________________________________________
5. Values what do you believe is important to you?
_____________________________________________________________________
_____________________________________________________________________

1.2 Self-awareness
Knowing yourself
For you to improve yourself, you need to understand where you are to start
with. Becoming more self-aware is about knowing yourself. You can do this by
thinking about how your body feels, your emotions and how you behave in
different situations. A lot of the time we act and behave without stopping to
think. For example, you dont have to stop and think about how to breathe,
your body just does it. We do things without even realising it.
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Activity 5: Who are you?
Write down as many things as you can about your values and beliefs.
What motivates you? What makes you happy and what makes you sad?
How do you act when you feel sad or angry?

1.2 Self-awareness
Strengths, and areas for improvement
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Activity 6: Strengths and areas for improvement
This activity lets you think about your strengths and areas for improvement.
It also gives you a chance to look at your attitudes and behaviours and
how they can affect your life.
Look at the quotes on the next page. Which ones do you agree/disagree
with? Discuss your answers with a partner and write your answers in the
table below. When you have finished, you will discuss your answers with
the class.
Agree Disagree
A B
I dont need to be I can express my
self-aware. This is who feelings and opinions
I am. I dont need to positively and in a calm
improve myself. Why manner. I know how to
should I? communicate with my
friends and family.
C D
People dont Youve got to have
understand me. good relationship skills
This can lead to to be able to work well
misunderstandings. as a team.
E F
I sometimes dont I would like to be more Health Sciences G12 Term 1|33
agree with what other confident in life. I just
people say. It is best for dont know how to.
me to keep quiet.
1.2 Self-awareness
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Activity 7: Improve yourself
Having better self-awareness can improve different areas of your life. For
example, you could perform better in school, be more positive towards
others and live a healthier lifestyle. Think of some areas of your life that you
feel you are strong at (your strengths) and other areas that might need
improving?
Strengths: ____________________________________________________________
______________________________________________________________________
______________________________________________________________________
Areas for improvement: _______________________________________________ Health Sciences G12 Term 1|35
______________________________________________________________________
______________________________________________________________________
1.2 Self-awareness
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Activity 8: I am...
Describe yourself by choosing four positive characteristics showing your

strengths and two negative characteristics showing areas for you to
improve.
Being self-aware is not just about understanding what is positive about

yourself. It is also about understanding any characteristics that may need
improving. Knowing the areas that we can improve on, and accepting
them, is an important part of self-awareness.
Examples of characteristics:
Positive characteristics Negative characteristics
caring get angry easily

can-do attitude boring
focused careless
flexible lack confidence
generous lazy
hardworking worry a lot
honest silly
kind untidy
good at languages too shy
a leader too quiet
motivated nervous
organised
problem solver
reliable
team player Health Sciences G12 Term 1|37
1.3 Emotional intelligence
Emotional intelligence
Emotional intelligence is being able to manage yourself and your relationships

well in different environments. Intelligence is not just about how well you can
understand things, and the grades you get in school. It includes having skills
such as problem solving, communicating with others and managing your own
emotions and behaviours.
Imagine for example, someone who has studied for many years at university
and has gained academic success, but does not have the communication skills
to be able to express or use that information properly. Employers are looking
for people who can work in a team, deal with conflict, remain calm under
pressure, show understanding of other peoples feelings and communicate
well. These are all part of emotional intelligence.
Five areas of emotional intelligence

There are five areas of emotional intelligence which are split into two
categories: personal skills and social skills.
Personal skills Social skills
Self-awareness Social skills
Self-regulation Empathy
Motivation
Personal skills: the skills you have as an individual that affect your behaviour
and results in life.
Self-Awareness: You recognise the emotions you are feeling and

why.
Knowing and
understanding You understand how feelings affect your behaviour.
how you think and
You know your strengths and areas for
feel.
improvement.
You have confidence, which helps you make
positive decisions, even under pressure.
Self-Regulation/ You can manage how you behave when feeling
Self-Management: angry or upset.
The ability to You can stay calm in challenging situations.
monitor and
You have the skills to take charge of your own
control your own
actions, and do well when planning and achieving
behaviour.
your goals.
Motivation: You are always challenging yourself and wanting to

improve.
Reasons for
someones actions You have the strength to keep going even when
or behaviour. things get tough. Health Sciences G12 Term 1|41
Social skills: the skills required to work well and understand others.
Empathy You understand how others are feeling and know

what to say, and when to say it.
The ability to
understand and You know when other people need help, and can
know the feelings do the right thing to help them.
of others
Social Skills Your communication skills are very good and you
find it easy to be around other people.
The skills used to
communicate You are good at solving problems with friends.
and interact
When working in a team, you are respectful, a good
with others, both
leader and very good at building relationships.
verbally and non-
verbally.
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Activity 9: Emotional intelligence
Now that you have looked at the 5 areas of emotional intelligence you
need to think about how these apply to you personally. For each of the 5
areas, write how you use this skill in everyday life. Highlight which of the 5
areas you feel is your strongest, and which requires the most improvement.
Self-Awareness: ________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Self-management: _____________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Motivation: ___________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Empathy: _____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Social skills: _____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Strongest area: ________________________________________________________
Area to improve on: ___________________________________________________

Knowing how to improve your social and emotional skills is very important for
all aspects of life. Social and emotional learning is when you can apply the
knowledge, attitudes and skills needed to know and control your emotions in
a positive way.
Developing your social and emotional intelligence will lead to you being more
creative when setting goals. This will make your goals easier to reach.
Empathy is about being able to feel and show understanding for others. This
will help you to make good, positive and lasting relationships and to be a Health Sciences G12 Term 1|45
responsible person.
Knowing how you think and feel will allow you to learn better and have positive
interactions with your teachers, colleagues, family and friends. Knowing your
emotions and thoughts, and how they affect your behaviour, is important for
your own development.
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Activity 10: Fill in the blanks
Read the information on the previous page and then fill in the blanks in the
activity below.
1. Improving your ________________ and __________________ skills is
important to being a/an __________________ student.
2. Developing your social and emotional intelligence will lead to you
being more __________________ when setting goals.
3. Empathy is the skill to __________________ and __________________
understanding for others.
4. Knowing how you think and feel will allow you to learn
__________________ and have __________________ dealings with your
teachers, family and friends.

Why you should develop your social and emotional
awareness:
to improve your academic performance
to improve your attitudes and behaviour in and out of school
to reduce stress by knowing how to deal with challenging situations
to improve motivation which can lead to better school results
to have better attendance
to be a more responsible citizen who can be a positive role model in
the UAE

1.4 How to recognise and manage feelings
How to recognise and manage feelings

Emotions
Have a look at the list of emotions below and get to know the definitions.
Emotions are what you feel inside when things happen.

Emotions are also known as feelings.
1. afraid feeling worry and fear

2. angry feeling mad at someone or something
3. confused - feeling unable to think clearly
4. scared feeling afraid
5. excited feeling full of energy
6. jealous feeling upset when someone has something you want
7. lonely feeling alone or that no one cares about you
8. sad feeling unhappy
9. shy feeling nervous when around other people
10. stressed feeling tense, worried and tired
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Activity 11: Emotions
Now that you have an understanding of the meanings of some emotions,

complete the table below by writing about a time when you felt these
emotions.
Emotion What was the situation that made you feel this emotion?
afraid
angry
confused
excited
jealous
lonely
sad
scared
shy
stressed
Why you should learn how to manage your emotions
People who can understand and discuss their feelings are more likely to
be viewed as more mature compared to someone who cannot express
themselves clearly.
It is important to be able to recognise your feelings and emotions as they

are important in our daily lives. To be able to express how you feel is very
important, both in and out of school. This is called reflection. Being able to
observe yourself and your actions is key to understanding your own emotions.
Here are some reasons why:
Survival
Have you ever been in a situation where you felt afraid? Did you ever know
something wasnt right? For example, if you are in the car with someone who
is driving very fast, you may feel afraid as your need for safety is not being met.
Thats why we use our seat belts when in a car so that we can feel safe. Our
emotions alert us to when something is wrong.
Making decisions
Emotions play a huge part in our decision

making. They can also get in the way of you
making the right decision, especially if you
are making decisions when you are angry.
Sometimes our emotions can be so strong that
they take over and cause us to do things that
are not good. Has anyone ever said to you
Dont make decisions when you are angry?
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Activity 12: Angry decisions
Why do you think it is a bad idea to make decisions when youre angry?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Coping in difficult situations
Knowing what causes you to feel a negative emotion can be called a trigger.
When you understand what these triggers are, it can help you to deal with
things easily.
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Activity 13: What happens when you are angry?
When was the last time you were angry? What was the trigger that made
you angry? How did you behave? What would you do differently if it
happened again?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Knowing and understanding other peoples emotions

If you understand what emotions look
like in others, it helps you to build better
relationships. By understanding when
your family and friends are feeling
sad, you can offer help. Being able
to pick up on others emotions helps
you communicate and work together
better. It allows you to get along with
people in general. Also, if you are good
at listening to others, you are better
able to help them feel understood, A strong leader understands other
peoples emotions to a high level. This
important and cared about. This is
allows you to manage relationships better
good for improving their self-esteem. and avoid potential conflicts.
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Activity 14: Think of a time...
Can you think of a time when someone was feeling angry or sad? What
did you do to try and make them feel better?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Communication
Your emotions help you communicate with

other people. When we communicate, we
use our body to let others know how we feel.
Our facial expressions can show our emotions.
When you look sad, it shows people that you
may need help or that you are hurt. If you
can discuss your emotions, it is easier for your
needs to be met. If someone can see that
you are sad, they may come over to talk to
you and help you with your problems.
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Activity 15: Think of a time...
Can you think of a time when you found it difficult to explain to someone
how you felt? If so, when? Why was it difficult to express yourself?
______________________________________________________________________ Health Sciences G12 Term 1|53
______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Activity 16: Fill in the blanks
Look at the list of words below; you will see both positive and negative
emotions. Fill the gaps with the correct feeling. Highlight whether this is a
positive or negative feeling by writing P (for positive) or N (for negative)
after it.
stubborn angry
scared love
shy sad
joy proud
guilty grateful
1. My family are very important to me. I ______________ them so much.
2. My sister is so ________________. She always thinks she is right and
never admits when she is wrong.
3. When we go shopping and get things we like, it brings me and my
friends so much ____________.
4. My family are very _____________ of me because I passed all my
exams. They took me to the cinema for a treat.
5. I am feeling really _____________ right now. I blamed my friend for
doing something that she did not do.
6. It makes me feel _____________ when I see someone being rude to
the teacher.
7. All the kind things the UAE leaders do for Emiratis makes me feel so
______________.
8. I watched a horror movie the other night and it made me feel Health Sciences G12 Term 1|55
______________.
9. Alia is very ____________. She doesnt like talking to people she
doesnt know.
10. You can see that Najla is _____________. She shouted at the woman
very loudly.
Being able to express, accept and control your feelings can help you develop
and keep relationships. It also affects your academic success.
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Activity 17: How do you feel?
Think about a time when you were taking exams in school.
How did you feel? ____________________________________________________
How did you behave when you felt this emotion?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
How did this affect your performance during exams?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Managing negative emotions
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Activity 18: How would you feel?

Read the questions below and try to imagine yourself in these situations.
Think about how the situation would make you feel and how you would
express your feelings. Discuss your answers with the rest of the class.
1. You are taking part in a group discussion in class. Every time you
raise your hand to answer the question, the teacher ignores you.
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Your friend was going to meet you in the mall at 5 pm. She didnt
arrive until 6.30 pm, and she didnt call to let you know she was
going to be late.
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. You come home to find that your sister has broken the television.
Your parents blame you for doing it.
________________________________________________________________
________________________________________________________________
________________________________________________________________
There are always going to be times in life when you feel negative emotions.
Therefore, it is important to know how to deal with these feelings and how to
manage negative emotions:
allow yourself
develop positive
to embrace the
attitudes
emotions
Managing negative
learn to relax use reason
emotions
contemplate (think
focus on the
about) the situation
positives
calmly
Anger
Anger is a normal emotion when you are

feeling attacked, upset or unfairly treated.
Anger is part of being human. If someone is
being harmed when you are angry, it can
be a problem. However, anger isn't always a
negative emotion. Look at the three examples
below of how anger can sometimes be very
useful:
helps you protect yourself in dangerous situations

helps you recognise something or someone is hurting you
motivates you to make positive changes so that things become better
Everyone gets angry sometimes. It is important that you can recognise this
emotion and know how to manage it in a healthy way. Anger can affect
what you say or do before you even know that you are angry. If someone
feels angry very often, it can be hard for them to see it in themselves. This
makes it difficult for them to manage that feeling.
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Activity 19: Angry signs

Look at the next page and circle the warning signs that you show when
you get angry. When you have finished, discuss your answers with the class.
Feel free to make any additional notes in the space below.

Mind goes Insult another Face goes Start to
blank person red shake
Start Throw Heavy/fast Make an angry

sweating things breathing face
Scream, yell Clench Feel sick to Punch

or raise voice fists the stomach walls
Feel Become aggressive/ Pacing the Go quiet &

hot argumentative room "shut down"
Keep thinking about

ANGRY
Crying Headaches the problem SIGN
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Activity 20: Reflection

Think of a time when a friend was angry. How did that persons behaviour
make you feel? Would you have behaved the same if this situation
happened to you? How would you have behaved?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Managing anger
Here are some skills that you can learn to manage your anger. Not all of them
will work for you, but give them a try.
Recognise your anger early If you are already

screaming and shouting then maybe this stage is
a little too late. Pay attention to your body and try
to know the warning signs.
Take a timeout If you find yourself in
a heated debate with someone, try to
take yourself away from the situation. Tell
them you need to have a few minutes
alone to calm down. When you are
more relaxed is a better time to try and
discuss any problems.
Deep breathing If you can find a

quiet space, practise breathing. Inhale
for four seconds and then exhale for
four seconds.
Think before you speak Take a few

moments to think about your thoughts
and what it is you want to say.

Get some exercise Taking part in
physical activity can reduce stress that
can cause you to become angry. It is
always good to go for a little jog or even
a walk. Spend time doing an activity
you love.
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Activity 21: What works for you?

Which of these methods do you think will work for you to manage your
anger?
______________________________________________________________________
______________________________________________________________________
Can you think of any other ways of managing your anger that work
better for you?
______________________________________________________________________
_______________________________________________________________________
Self-management
Self-management is being able to manage

your emotions in stressful situations. It helps
you control your behaviour and stay
focused on your studies. If you have good
self-management, you are very good at
setting both personal and academic goals.
Try to think of a time when you were distracted in school. Was it because of a
friend distracting you, or did you have other things on your mind? We all have
things going on in our lives that cause us to lose focus, but you must stay strong
and think of the bigger picture, which is to achieve your goals.
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Activity 22: Self-management
Now that you have an idea of what self-management is answer the

questions below.
What does the term self-management mean?

______________________________________________________________________
______________________________________________________________________
What does it mean to be able to manage yourself?

______________________________________________________________________
______________________________________________________________________
Do you think it is important to be able to manage yourself in school?

______________________________________________________________________
______________________________________________________________________

What do you think the positive results will be if you have good
self-management skills?
_______________________________________________________________________
_______________________________________________________________________
Can you think of any negative effects for students who dont have good
self-management?
______________________________________________________________________
_______________________________________________________________________
health
management
will power thought

management
Self-management management
time
management
What distracts you?
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Activity 23: What distracts you?

Write down below what distracts you from studying, exercising or making
healthy lifestyle choices. Here are some examples:
social media
friends
noise
television
eating
What distracts you from achieving your goals?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________ Health Sciences G12 Term 1|67
Next time these problems happen, what can you do so that you do not
lose focus or give up?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Activity 24: Self-management

Look at the statements below. They describe good and poor

self-management. Write G next to the ones you think are good and P
next to the ones you think are poor.
Today I wrote down my

goals for Grade 12
I am always late
for class
My homework is
always late
I was so tired this
morning but I told
myself I must come to
school and finish my Alia tried to talk to
project me during the exam
today but I did not
answer her
People who have good self-management skills are good at making

healthier lifestyle choices and achieving their goals.
tivi
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Activity 25: Your top skills

Choose your top five self-management skills from the lists below. Start with
the most important and explain why this will help you achieve your goals.
setting goals self-motivation
self-control problem solving
time management prioritising tasks
avoiding stress communication skills
organisational skills study skills
building positive relationships good concentration skills
Self-management skills Why is this important?

1.
2. Health Sciences G12 Term 1|69
3.
4.
5.
1.5 The WOOP strategy
The WOOP strategy

The WOOP Strategy is a guide to help you set and achieve goals. It can be
very useful when making lifestyle changes and creating healthy habits. You
may want to lose some weight, improve your diet or become fitter, but this will
never happen if you do not do anything to achieve these aims.
What does WOOP stand for?
Word Definition / Meaning
Wish a meaningful, exciting and possible goal
Outcome the best result or feeling when you achieve your goal
Obstacle something that stops you from achieving your goal
Plan what steps you will take to get past your obstacles
Look at the example of a WOOP strategy below to increase physical activity
and improve health:
I wish I could exercise

more to become
fitter and improve my
health.
I feel good after

exercising and proud
that I am improving
my health.
I feel tired when I get

home after school so
often do not end up
going to the gym.
Go straight to the gym

after school.
1.5 The WOOP strategy
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Activity 26: WOOP strategy
You are now going to create your own WOOP strategy for a goal or lifestyle
change you want to achieve.
Wish
Pick a wish, something that you would like to achieve. Use a wish that is
possible to achieve in the next four weeks.
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
Outcome
What would be the best outcome of your wish? How will you feel when
you have achieved your wish?
______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
Obstacle
What will hold you back from achieving your wish? It might be a bad habit,
an emotion, a belief or time.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Plan
What can you do to get past your obstacle? Write an action you can
take.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Review
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Review - Unit 1
1. Write the emotions under the heading positive or negative.
anger happy sad
proud stress stubborn
Positive Negative
2. Identify 5 areas of Emotional Intelligence.
_______________________________________________________________________
_______________________________________________________________________
3. List some of the strategies for coping with your emotions.
_______________________________________________________________________
_______________________________________________________________________
4. Explain what self-management means.
_______________________________________________________________________
_______________________________________________________________________
Students comments
Things to think about:
What did you enjoy?
What did you perform well?
What do you need to improve?
Additional comments:
Teachers feedback
Did the student participate?
What was the students attitude like towards activities? Health Sciences G12 Term 1|75
Did the student display safe and appropriate behaviour?
02
Self-esteem and
emotional health
Self-esteem can change with your circumstances, often
associated with your family, friends or achievements.
Higher self-esteem can lead to success in school, work,
friendships and health. By developing your self-esteem and
self-confidence you will gain the ability to bounce back in
difficult situations and maintain a positive outlook on life.
In this unit, you will explore the concept of self-esteem
in relation to emotional health and identify strategies to
promote good self-esteem in yourself and others. Emotional
health is an important part of overall health. People who are
emotionally healthy are in control of their thoughts, feelings
and behaviours and are better equipped to deal with lifes
challenges.
Learning
outcomes
Unit 2: Self-esteem and emotional health
12.2.1 Explain the concept of self-esteem in relation to emotional health and
identify strategies to promote high self-esteem in self and others.
12.2.2 Explore the concept of self-esteem in relation to a persons emotional

health.
12.2.3 Describe the factors that can influence self-esteem.
12.2.4 Assess own level of self-esteem.
12.2.5 Discuss ways to promote high self-esteem in self and others.
12.2.6 Explain the benefits to a persons emotional health in developing high

self-esteem.
12.2.7 Develop a personal plan to promote high self-esteem.

Glossary of key
words
The quality of being confident without

Assertive Adjective
being aggressive.
To make something different about

Change Verb
yourself.
To pick or decide between two or

Choices Noun
more possible outcomes.
The action of focusing all your

Concentration Noun
attention on something.
The feeling or belief that you can

Confidence Noun have faith in or rely on someone or
something.
Emotional The ability to identify and manage

Noun
intelligence your own emotions.
To show through body language or

Express Verb put into words what you are thinking
or feeling.
A relationship of mutual affection

Friendship Noun
between people.
The achievement of something

Fulfilment Noun
desired, promised, or predicted.
Thinking about the qualities of

Negative Adjective someone or something that are not
considered good.
Thinking about the good qualities of

Positive Adjective
someone or something.
To help or encourage to raise

Promote Verb
awareness or exist.
To have serious thought or

Reflection Noun
consideration.
Confidence in your own worth or

Self-esteem Noun
abilities.
Self- Taking responsibility of your behaviour

Noun
management and well-being.
A careful plan for achieving a goal

Strategies Noun
usually over a long period of time.

2.1 What is self-esteem?
What is self-esteem?
Self-esteem is how we think and feel about ourselves. It is an emotional
evaluation of our own self. Self-esteem is not about feeling better than other
people. It is not about thinking that you are perfect. It is about being happy
with who you are, even with your faults. Self-esteem is about how you value
yourself.
Ask yourself, Am I important, and do I see value in myself? You should all be
able to answer Yes, I am and Yes, I do.
We all criticise ourselves from time to time. However, if you regularly think badly
about yourself, you may have low self-esteem. You may not know the cause
of your low self-esteem but there are steps you can take to improve it.
tivi
Ac ty
Activity 1: Rate your self-esteem
Do you think you have high or low self-esteem, or are you somewhere in
the middle? Mark an X on the line where you would rate your own self-
esteem.
Low High
self-esteem self-esteem
Why did you mark the X in this position? Why do you think you have high or
low self-esteem? What personal characteristics highlight this?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Signs of low self-esteem

Signs of low self-esteem include:
saying/thinking negative things and

being critical about yourself
focusing on your negatives and
ignoring your achievements
thinking other people are better
than you
not accepting compliments
feeling sad, depressed, anxious,
ashamed or angry
Effects of low self-esteem
If you have very low self-esteem you may have difficulty with relationships with
others and problems at school. You may become very upset by criticism or
disapproval. You may withdraw from activities and people.
You could also have problems with your body image, leading to negative
lifestyle choices. You may also be less likely to stand up for yourself against
others who are not being nice to you.
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Activity 2: Class discussion
As a class, discuss why low self-esteem is not good and the effect that it
could have on all aspects of your life. Think about how it may affect your
physical, emotional and social health. Also, think about how it may affect
your achievement in school.

How to improve your self-esteem and emotional health

If you feel like you have low self-esteem, do not worry. There are lots of ways
you can improve/develop it.
To improve your self-confidence and build your self-respect, you can:
think about things you are good at

what are your strengths?
celebrate the small things in your life
give yourself a pat on the back when
you achieve even a small thing.
challenge your negative thinking
look for different explanations and put
things into perspective.
think about things you can change
do not worry about things you cannot
change.
avoid trying to do things perfectly
perfection is not possible.
stop beating yourself up if you make
mistakes everyone makes mistakes.
do things you enjoy it is easier to
be positive when you are doing things
you like.
be with people who do not bring
you down.
volunteer to help other people
this can make you feel better about
yourself.
exercise - it can improve your mood.
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Activity 3: Your strengths and achievements
Make two lists, one of your strengths and one of your achievements. If
you have low self-esteem, you should look at these lists. Remember your
positives and the things you have achieved.
Strengths Things you have achieved

2.2 How the brain works
How the brain works

Do you ever wonder why you think the way you do? Why do you and your
friends have different opinions about the same thing? That is because everyone
is different and have their own thoughts, opinions and processes.
Understanding how the brain works can help you to get a better understanding
of why you think or act in certain ways.
eo
Vid
How the brain works
Watch this video to learn the basics of how the brain

works.
Brain pathways
When you begin learning something, the

pathway or connection is weak. When you think
of something again and again, the pathway
becomes stronger making it a regular habit of
thinking.
For example, when you learn to ride a bike, you are

afraid of hurting yourself so you focus on not falling off.
You may fall off at the beginning, but the more you
keep trying, the stronger your bicycle riding pathways
become.
After time, you can easily jump on your bike and cycle away without even
thinking about it. When you repeat the same action several times, it becomes
easier. The brain pathway has now become strong. The mind is working with
little effort.
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Activity 4: True or false
Answer true or false next to the statements about brain pathways.
Statements True or False

When you begin to learn something new, the brain
pathway is strong.
The more you practise something, the stronger the brain

pathway gets.

2.3 How your self-esteem develops
How your self-esteem develops

Like learning to ride a bike, your brain
works the same way when forming how
you think about yourself. When you were
born, your self-esteem started to grow.
Babies do not see themselves in a good
or bad way. They are not thinking about
how they look in their baby clothes.
As a baby, you start to learn about self-

worth. When your needs are met, you
feel that you are loved. You feel that you
mean something and you are valued.
This is the beginning of your self-esteem.
As you get older, your thoughts about
yourself are influenced by those around
you and the things that you see and hear.
You begin to compare yourself to others,
becoming more aware of your strengths
and your limitations.
Your self-esteem grows when you have

positive people around you, encouraging
you to grow and learn new skills. Self-
esteem affects our dealings with other
people, our trust in others, as well as how
we behave in and out of school. Self-
esteem affects nearly everything you do.
tivi
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Activity 5: Improve your self-esteem
Write 5 sentences to explain how you can improve your self-esteem.
1._____________________________________________________________________
_______________________________________________________________________
2._____________________________________________________________________
_______________________________________________________________________
3._____________________________________________________________________
_______________________________________________________________________
4._____________________________________________________________________
_______________________________________________________________________
5._____________________________________________________________________
_______________________________________________________________________
Reasons for low self-esteem and the link with emotional health
Low self-esteem may occur because
of traumatic experiences that have
knocked your confidence. Low
self-esteem is often carried on from
childhood. However, you may lose
some self-esteem in later life. The
reasons for this may include ill health,
negative life events such as losing a
job, losing a close family member,
frustrating relationships, or a general
sense of lack of control.
Low self-esteem is often linked with emotional health problems which, in turn,
can make self-esteem worse. In some cases, low self-esteem is the result of
certain emotional health conditions such as depression.
People with low self-esteem tend to see the world as an intimidating place. As
a result, they are reluctant to express and assert themselves. They miss out on
experiences and opportunities, and feel powerless to change things. All of this
lowers their self-esteem even further.
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Activity 6: Discussion
In pairs, discuss what you think will lower someones self-esteem. Who may
be more at risk of having low self-esteem?
Look after yourself
People with better emotional health tend to have higher self confidence that
those with poor emotional health. It is important to look after yourself in order
to maintain your emotional well-being. The following will help promote positive
emotional health.
Make friends: Getting to know people and making positive connections

is a good way to start. Having good people around you lets you know
that you are supported.
Eat right: Having a healthy diet is

Sleep: It is important that
important to your body and mind. When
you get around eight hours
you do not eat well, your brain cannot
of sleep a night so that your
function properly. Eating healthy foods
body and mind can rest
regularly can have a positive impact on
and recharge.
your emotional health.
Exercise: Taking part in regular physical

activity helps you feel better. Exercising Talk to someone: Talk to a
released happy hormones called friend or family member.
endorphins which can improve your Talking about a problem
mood. Playing sports can help keep you can make you feel much
calm. It reduces stress and increases your better. Health Sciences G12 Term 1|93
confidence.
TALK EAT KEEP IN TAKE A ACCEPT WHO

ABOUT YOUR WELL TOUCH BREAK YOU ARE
FEELINGS
KEEP ASK FOR DO THINGS CARE FOR

ACTIVE HELP YOU ARE OTHERS
GOOD AT
Do things that make you happy

A good way to improve your mood/emotional well-being, and therefore
increase self-esteem, is by doing things you enjoy and that make you feel
good.
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Activity 7: What makes you feel good?
Look at the list of things below. These are suggestions of things that you
may enjoy or make you feel good.
Do you do any of these things regularly already?
_______________________________________________________________________
_______________________________________________________________________
Add four more things to the list that you enjoy doing and make you feel
good.
exercise give someone a gift

go to the cinema spend time alone
go out for food with friends go to the library
go shopping read a book
talk to family play a sport
relax write down your goals
bake watch a funny film
learn a new skill make a to do list
go to the beach
talk to friends
make new friends in school
say something nice to
someone
2.4 What does self-esteem look like?
What does self-esteem look like?

Here are some of the ways that people can demonstrate high self-esteem or
low self-esteem. When someone does not feel good about themselves, they
can hide it in many ways. Self-esteem is not always easy to see.
People with high self-esteem:
are confident
are aware of their strengths
are happy with themselves
see their own qualities and are kind to
themselves and others
believe in themselves even if they fail at
something
accept themselves for who they are
ask for help when they need it
People with low self-esteem:
do not feel good about themselves

think that they will fail at everything
are less likely to look after themselves
feel like they are not respected or liked
If you have low self-esteem and are struggling to do something, you may
begin to feel bad. Instead of asking for help, you may hide the fact that you
cannot do it. It is important to know that you have the strength to achieve
a lot of things, and it is ok to fail sometimes. No one is good at everything.
There is nothing wrong with not being able to do something the first time. Find
another way to achieve your goal or change your goal if you must. The main
thing is to not beat yourself up over not being able to do something. Health Sciences G12 Term 1|97
Re
me
mb
er
It is ok to ask for help!
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Activity 8: Building self-esteem and confidence
Think about your strengths, skills and

times when you have achieved your
goals. Below are some things to think
about.
Answer the following questions to try

to build your own confidence and
self-esteem.
What do I like about myself?
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________________
What skills do I have?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What good things do other people say about me?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What characteristics do I like in other people that I can see in myself?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

What difficult times did I deal with well?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
The difference between self-esteem and self-confidence

Self-esteem is valuing ourselves as a person, knowing and feeling that we are
valuable and loved.
Self-confidence is how we feel about ourselves and our ability to do something.

It is feeling sure of yourself, having a quiet inner knowledge of what you can
do.
High self-esteem has a positive effect on our confidence.
Why are self-esteem and self-confidence important?
Having high self-esteem and self-confidence is important as it helps you to

achieve your goals. Confidence is important for your success in most aspects
of life. It can also help you when making lifestyle changes and improvements
to your health. If you think you are going to fail at something before you even
try, you are a lot more likely to be unsuccessful.
Lack of confidence can often hold you back from doing what you actually
want to do.
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Activity 9: What would you do?
For this activity, you need to challenge yourself to think about the things
you would do if you were more confident. Think of at least 3 things you
have wanted to do but did not because you did not have the confidence
to do it.
If I had more confidence, I would:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Confidence and self-esteem in leaders

One of the top traits of successful and
powerful leaders is that they are confident
and have high self-esteem. If someone
is confident in what they are saying, you
are more likely to listen to them. They are
not threatened by anyone who is better
than they are at something. In fact, they
welcome it. They recognise that their
strengths are solid. They are confident in
their strengths and they are confident to
know that other peoples strengths will
help them.
This shows great confidence and faith in

your own abilities. This happens when you
are not threatened by other peoples
intelligence or ability.
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Ac ty
Activity 10: Class discussion
Discuss as a class. Why do you think confidence and high self-esteem

in leaders are important? Would you trust someone more if they were
confident in what they were saying? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Increase self-esteem in others
One of the nicest things you can do for someone you care about is to try
and raise their self-esteem and confidence. Make them feel better about
themselves.
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Activity 11 What can you do?
What do you think you can do to make other people feel good about
themselves?


In groups, discuss how your actions can affect other peoples self-esteem.
Try to think of examples that would raise and lower self-esteem. Also, think
about how these actions would make someone feel.
Here are some examples of how you can

increase self-esteem:
give praise to your friends when they

have reached a goal
support your friends by listening to
WOMEN SHOULD
them when they have a problem EMPOWER
help someone by giving good advice EACH OTHER INSTEAD
say positive things to someone who is OF BEING HATEFUL
not very confident & ENVIOUS
give compliments OF ONE ANOTHER
support them in areas they are not
confident in
help them set and achieve their goals
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Activity 12: Think positive
This activity involves positive talk and thinking

about how it makes you and others feel.
The whole class stands up and forms two lines

facing each other. One person takes it in turns
to walk through the line. They need to stop, tap
someone in the line on the shoulder and say
something nice to them.
How did it make you feel when someone gave you a compliment or said
something nice about you?
_______________________________________________________________________
_______________________________________________________________________
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Activity 13: Think about...
Can you think of a time when someones actions affected you by raising
or lowering your self-esteem? It could have been a family member, friend
or even a stranger. What did they do? How did you feel?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Can you think of a time when you made a positive change to someones
self-esteem? What did you do? How did it make you feel? How did they
feel? Health Sciences G12 Term 1|105
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Reflection
Now that you have answered the questions, have a discussion with the
person who sat next to you about your experiences. Here are some things
to discuss:
tiv
AcityFind out how she reacted to the situation.
Would you have behaved differently in her situation? If so, how?

What can you do to improve your own self-esteem?
Personal plan to improve self-esteem
You are now going to create a personal plan of how to increase your self-
esteem.
tivi
Ac ty
Activity 14: Personal plan
Consider everything that you have learnt in this unit. Write a brief plan of
things you can do to improve/increase your self-esteem and emotional
health.
Consider things such as positive thinking, eating healthy, doing things you
enjoy, exercising, getting enough sleep and reducing your stress level.
Explain how you can fit these positive things into your life.
My personal plan to improve self-esteem

Review
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Review - Unit 2
1. In your own words, write down what you think self-esteem is.
______________________________________________________________________
______________________________________________________________________
2. Describe someone with high self-esteem.
______________________________________________________________________
______________________________________________________________________
3. Describe someone with low self-esteem.
______________________________________________________________________
______________________________________________________________________
4. What is the relationship between self-esteem and emotional health?
______________________________________________________________________
______________________________________________________________________
Students comments
What did you enjoy?
Teachers feedback
03
Trauma: muscles
and bones
Sometimes tragic events can occur, which can lead to serious
injuries. It is important to understand how to examine, assess
and manage a broad range of muscular and skeletal injuries,
including caring for people with spinal injuries. Injuries of the
spine can cause permanent disabilities, forcing an individual
to make radical changes to their lifestyle. However, most
injuries, such as bone fractures or dislocated joints, are quite
easily treatable.
In this unit, you will look at common injuries, such as breaks
and fractures, which affect the bones. Knowing how to
manage these injuries, while waiting for the emergency
services to arrive, are valuable skills to learn and make you
a valuable member of your community.
Learning
outcomes
Unit 3: Trauma: muscles and bones
12.3.1 Assess and manage a broad range of muscular and skeletal injuries
including care of the patient with a suspected spinal injury.
12.3.2 Describe the function of the musculoskeletal system.
12.3.3 List the emergency medical care for a patient with a painful, swollen,
deformed extremity.
12.3.4 Relate mechanism of injury to potential injuries of the head and spine.
12.3.5 State the signs and symptoms of a potential spine injury.
12.3.6 Describe the method of determining if a responsive patient may have

a spine injury.
12.3.7 List the signs and symptoms of injury to the head.
12.3.8 Describe the emergency medical care for injuries to the head.
12.3.9 Demonstrate a caring attitude towards patients with a musculoskeletal

injury who request emergency medical services.
12.3.10 Place the interests of the patient with a musculoskeletal injury as the
foremost consideration when making any and all patient care decisions.
12.3.11 Communicate with empathy to patients with a musculoskeletal injury,

as well as with family members and friends of the patient.
12.3.12 Demonstrate opening the airway in a patient with suspected spinal

cord injury.
12.3.13 Demonstrate evaluating a responsive patient with a suspected spinal

cord injury.

Glossary of key
words
A rigid organ that makes up part of
the skeleton. Functions of the skeletal
system include; protection of organs
Bone Noun in the body, produces red and white
blood cells, stores minerals, provides
structure and support for the body,
and enables mobility.
The seven cylindrical bones, that
Cervical
Noun provide support and structure for the
vertebrae
cervical spine.
Temporary unconsciousness or
Concussion Noun confusion caused by a knock to the
head.
Not having the normal or natural

Deformed Adjective
shape or form.
The ability to understand and share

Empathy Noun
the feelings of another.
Extremity Noun The furthest point or limit of something.
Injured Adjective Harmed, damaged, or impaired.

A bundle of fibrous tissue in the body
that has the ability to contract,
Muscles Noun
producing movement, or maintaining
the position of parts of the body.
The combination of the muscular and
Musculoskeletal skeletal systems working together and
Noun
system includes the bones, muscles, tendons
and ligaments of the body.
Identifying possible injuries on initial
Potential injuries Noun
assessment.
Alert and active, reacting or

Responsive Adjective
responding to other.
The bundle of nerve fibres and
associated tissue within the spine that
Spinal cord Noun connects nearly all parts of the body
to the brain, and forms the central
nervous system.
Damage to the spinal cord that
causes changes in its function, either
Spinal cord temporary or permanent. These
Noun
injury changes include loss of muscle
function, sensation, or function in parts
of the body.
An abnormal enlargement of a part
Swelling Noun of the body, typically as a result of a
build up of fluid.
Trauma Noun Physical injury.
The 33 individual, interlocking bones

Vertebrae Noun
that form the spinal column.

3.1 The function of the musculoskeletal
system
The function of the musculoskeletal system
The musculoskeletal system gives your body support and allows you to move.
It is made up of the bones of the skeleton, muscles, cartilage, tendons,
ligaments, and joints, as well as the other connective tissue that support and
binds tissues and organs together. The main function of the musculoskeletal
system is to provide form, support, stability and movement for the body.
The bones of the skeletal system protect the body's internal organs and
support the weight of the body. It is the main storage depot for calcium and
phosphorus. It also helps with blood cell production.
The muscles of the muscular system keep bones in place. Muscles create
movement of the bones by contracting and pulling on the bones. This allows
for movements such as standing, walking, running and grasping items.

Different bones are connected by joints. Within these joints, bones are
connected to other bones. They are also connected to muscle fibres, via
connective tissue, such as tendons and ligaments. Cartilage prevents the
bone ends from rubbing directly on each other. Muscles contract (become
smaller and shorter) to move the bone attached at the joint.
3.1 The function of the musculoskeletal
system
tivi
Ac ty
Activity 1: Musculoskeletal system
What are the different parts that make up the

musculoskeletal system?
_____________________________________________________
_____________________________________________________
_____________________________________________________
List 5 functions of the musculoskeletal system:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
tivi
Ac ty
Activity 2: Label the skeleton
How many names of bones do you know? Fill in as many as you can then
work as a class to identify any remaining blanks.

3.2 Common skeletal injuries: fractures
Common skeletal injuries: fractures

There are 206 bones in the human body. They come in many shapes in sizes,
and provide support for the body. Bone is made of hard, dense tissue, blood
vessels, and nerves. Unfortunately, although bones are very strong, they can
break when exposed to large forces. It is not uncommon to get some kind of
fracture or broken bone at some point in life. Bone fractures are one of the
most painful medical conditions you can experience. They can also take a
very long time to heal. Bones can fracture in many ways so the treatment
depends on the type and location of the fracture. We are now going to look
at the different types of bone fractures.
Types of bone fractures
A bone fracture is classified based on what causes the facture

and the pattern of the broken bone. These are the main types of
fractures:
Transverse fracture: a complete fracture that is at a right angle to

the long axis of the bone. 'Transverse' means 'across,' so you can
think of a transverse fracture as a break that goes straight across
a bone.
Spiral fracture: a fracture caused by excessive twisting of a bone. It

results in the fracture having a distinctive spiral pattern, which can be
seen on x-rays.
Oblique fracture: a complete fracture that is diagonal, on the long

axis of the bone. The word 'oblique' means 'slanting' or 'angled,' which
is exactly what this type of fracture looks like. They can sometimes
occur when the bone experiences a sudden impact. This is called an
impaction fracture. If you jumped from a height and landed on your
feet, you could have an impaction fracture.
Fissured fracture: an incomplete fracture that runs parallel to the
long axis of the bone. Fissured fractures are called incomplete
because the bone is not completely broken. In fact, there is just
a small crack in the surface. These fractures are often caused by
repetitive strain that eventually causes the bone to crack. They are
also called stress fractures.
Fissured fractures are common in athletes, like runners. Athletes put

a large amount of repetitive stress on their bones for long periods
Fissured
of time. Fissured fractures are the least painful and easiest to treat.
This is because the bone is not completely broken and there is no damage to
surrounding tissues.
Comminuted fracture: a fracture where the bone is broken into

several pieces. Comminuted fractures are often the result of
serious trauma and are more difficult to heal. They often require
surgery and plates or screws to hold the pieces of the bone in
place until they can heal.
Greenstick fracture: an incomplete fracture where only one side

of the bone breaks. Think about how a green stick of wood would Health Sciences G12 Term 1|121
break if you bent it. It usually only breaks on one side, which is why
this type of fracture is called a greenstick fracture.
Greenstick fractures are very common in children because their

bones are much more flexible than adult bones. Injuries that would
typically result in total breaks in adults may only cause greenstick
fractures in children. Greenstick fractures usually heal well without
surgery because the ends of the broken bone cannot move at all.
After a few weeks in a cast, children are usually able to return to
normal activities with no lasting effects of the fracture.
Avulsion fracture: a fracture at the end of the bone, near where

the bone attaches to a tendon or ligament. When this fracture
happens, the tendon or ligament pulls away, and a small piece of
bone pulls away with it. Avulsion fractures are common in people
who play sports. You can sometimes get an avulsion fracture in
other bones, such as the hand, finger, shoulder, or knee. These
fractures most often happen in the elbow, hip and ankle.
Impacted fracture: this is when the bone breaks into fragments

which are driven into each other. This type of fracture can be
difficult to treat and can take longer to heal. It usually requires an
operation to reset the bone. This type of fracture is usually caused
by something like a fall, especially if the arms or legs take the full
impact. The impact causes pieces of bone to push into each other
with the force of the fall. These fractures are usually very painful.
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Activity 3 Matching activity
Draw a line to match the picture to the correct type of fracture:
greenstick
no fracture
fissured
transverse
spiral
oblique
impacted
avulsion
comminuted
Closed and compound fractures

Another way to classify fractures is by looking at whether the broken bone
breaks through the skin.
Compound fracture Closed fracture
A closed fracture is when the bone is broken but it does not cause much
damage to surrounding tissues and does not break through the skin. This is
called 'closed' because there is no opening in the skin where germs can enter
and cause infections. Greenstick fractures and fissured fractures are always
closed fractures because in these cases, the fracture is incomplete, therefore
the bone will not have moved from its normal position.
A compound fracture occurs when one or more broken bones break through
the skin. Compound fractures, which are also known as open fractures, are
usually the result of a serious trauma when more than one bone has been
fractured. Compound fractures are very serious as the risk of infection is very
high and recovery can take a long time.
Although they are still very painful, closed fractures are much easier to treat
and heal a lot better and quicker than compound fractures. Therefore, closed
fractures are less serious medically than compound fractures.
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Activity 4: What is the difference?
In your own words, describe the difference between a closed and

compound fracture. Explain how the treatment and recovery would be
different.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What are the signs/symptoms of a fractured bone?
A fractured bone can cause one or more of the following signs and symptoms:
intense pain in the injured area that gets worse

when trying to move or put weight on it
numbness in the injured area
a bluish colour, swelling, or a visible deformity in
the injured area Health Sciences G12 Term 1|125
bone protruding through the skin
heavy bleeding at the injury site
a snap or grinding noise at the time of injury
tingling and numbness
The patient may also feel faint, dizzy or sick because of
the shock and pain. It can be hard to tell the difference
between a minor fracture and a sprain. It's best to
assume it is a fracture until it has been checked and
x-rayed by a doctor.
First aid for a fractured bone

If you think that someone has a fractured bone, provide first-aid treatment
and help them get professional care. Also:
Stop any bleeding. If the casualty is bleeding, elevate and apply

pressure to the wound using a sterile bandage, a clean cloth, or a
clean piece of clothing.
Immobilise the injured area. If you think there is any chance someone
has broken a bone in their neck or back, you must keep them as still
as possible. This will help avoid any further damage. If you suspect the
casualty has broken a bone in one of their limbs, immobilise the area
using a splint or sling.
Apply ice to the area. Wrap an ice pack or bag of ice cubes in a piece
of cloth and apply it to the injured area for up to 10 minutes at a time.
This will help to reduce swelling around the area.
Treat the casualty for shock. Help the injured person to get into a
comfortable position, encourage her to rest, and reassure her. Cover
the casualty with a blanket or clothing to keep them warm.
Get professional help. If you think the casualty could have a neck, back
or head injury, call an ambulance. If the suspected fracture is to the
casualtys limbs (arms or legs) help her get to a hospital.
If the person doesnt appear to be breathing, is unconscious, or both, call for
an ambulance and begin CPR. Also, call for emergency medical help if you
think it is a compound fracture, or the casualty is bleeding heavily. Otherwise,
help them get to the hospital by car or other means so a doctor can do an
X-ray and diagnose their condition.
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Activity 5: What should you do?
Look at the scenarios below and decide if you should call an ambulance
for immediate emergency help, or help the injured person get to a hospital.
Scenario Call an ambulance or help

the injured person get to a
hospital?
A girl has fallen from the top of a slide
and hurt her arm you can see the bone
sticking out of her arm.
Your friend has tripped over in the mall

she landed on her arm and she is now
struggling to move. Health Sciences G12 Term 1|127
Your classmate badly hurt her ankle in PE

and she now cannot put any weight on
their leg.
A cyclist has been knocked off her bike

and she is not moving.
Your sister was trying to do a handstand;

she lost balance and landed badly on
her neck.
How to treat broken bones

Splints and their uses:
A splint is a rigid dressing that holds an injured

body part in place and stops it from moving.
Movement of an injured body part can cause
further damage. Splints are often used on broken
bones to hold the area in place while the casualty
is brought to hospital for further treatment. Splints
can also be used to support badly sprained areas
by stopping any further movement in that area.
What you will need to make a splint:
The first thing you will need is something rigid and

difficult to bend. This should be placed on either
side of the injured area to keep the break as still
as possible. You can use any rigid item, such as a
strong stick, a plank or even a rolled-up magazine
or newspaper.
Ti p If you are using something that could cause splinters

(wooden), ensure you cover it with a towel or other
cloth to avoid further discomfort or injury.
The rigid materials then need to be held in place by tying them together firmly
with something known as ties. Any material, such as tape, shoelaces, a belt,
or strips of ripped cloth, can be used to make your ties.
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Activity 6: Group work
Discuss with your group the action you would take if you were faced with Health Sciences G12 Term 1|129
the following emergency in school:
A student has injured her leg during PE. The first aider must make a splint
using materials that she can find. What materials could you use? Have a
look around your classroom and make a list of possible materials.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
How to apply a splint
Attend to any bleeding first.

Place the splint so that it rests on the joints above and below the injury.
For example, if you are splinting the forearm, place a tie or tape above
the elbow and below the wrist.
Make sure you fully restrict any movement of the damaged area.
Tie the splint in a place that is away from the injured area.
Tie the ties firmly, but not so tight that they restrict or cut off the circulation.
Constantly check the area to see if the colour changes to purple or
blue.
When you are happy the splint is safe and secure, call 998 or get your
injured person to hospital for further medical treatment.
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Activity 7: Applying a splint
Use the information you have just read to answer the questions below.
When would you use a splint?
_____________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
How does a splint help an injury?
_____________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
What must you check after the splint is in place, and why?
_____________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Slings and their uses

A sling is a piece of material that loops around
your neck to support an arm injury. The sling
will rest the injured arm and limit unwanted
movement. This will aid the recovery of the arm.
How to apply a sling:
Take a piece of material, any clean cloth

will do. You will need a piece of material that is
about 90cm by 1.5m for an adult. You may use
a smaller piece for children or infants.
Fold it diagonally, or cut it into a triangle.

Place the top point of the triangle where the
elbow is. The forearm should be in the middle of
the triangle, with the hand between the other
two edges.
Bring the two free edges up and around

either side of the neck and tie them together.
The hand should be slightly higher than the
elbow with the arm resting close to the chest,
fingers uncovered.
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Imagine there is an emergency in school and you need materials to make

a sling. What materials are available around the school that you could
use? Make a list below.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Activity 9: Demonstrate your skills
Watch your teacher demonstrate how to make a sling

using everyday items. Make notes below on how to do it. Health Sciences G12 Term 1|133
In pairs, you will then practise the technique on each

other. Your partner will give you feedback on how the
sling felt.
______________________________________________________
______________________________________________________
______________________________________________________
Fracture complications
When you break a bone, the fracture is extremely painful. However, there
may also be other medical complications that can develop because of the
fracture. First, the risk of infection is very high for compound fractures. Another
problem that can occur, especially in open and comminuted fractures, is that
it can be difficult to get the ends of the bone to stay in place. The ends need
to stay in position for healing to happen. In those situations, it is common to
use metal plates and screws to hold the broken pieces together until they can
heal.
To stabilise a long
bone fracture, a plate Intramedullary
rod
and screws outside the
bone or a rod inside
the bone may be used
Plate and
screws
Another complication that can occur with a long bone fracture is that fat
molecules may be released into the bloodstream. This can cause a condition
called fat embolism. Tiny fat molecules block the blood vessels which can
cause breathing difficulties, heart attacks and strokes. It is fatal in 10-20% of
cases. A fat embolism most commonly occurs after a very severe trauma in
which multiple bones are broken.
The spinal cord

The spinal cord is a long, thin, tube like bundle
of nerves, tissue and cells. It extends from the
brainstem to the lumbar region (bottom of
the vertebrae). The brain and spinal cord
together make up the central nervous system
(CNS). The main function of the spinal cord is
to transmit nerve signals from the brain to the
rest of the body.
The spinal cord is divided into segments: pairs

of spinal nerves (mixed; sensory and motor)
form.
There are 33 spinal cord nerve segments in a spinal cord:
7 cervical segments, forming 7 pairs of cervical nerves

12 thoracic segments, forming 12 pairs of thoracic nerves
5 lumbar segments, forming 5 pairs of lumbar nerves
5 sacral segments, forming 5 pairs of sacral nerves
1 coccygeal segment, made up of 4 tiny bones
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Activity 10: Functions of the spinal cord
Name the main functions of the spinal cord and where it is found in the
body.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3.3 Spinal cord injuries
Spinal cord injuries

Spinal cord injury occurs when there is any damage to the spinal cord that
blocks communication between the brain and the body. After a spinal cord
injury, a persons sensory, motor and reflex messages are affected and may
not be able to get past the damage in the spinal cord. Generally, the higher
the injury occurs on the spinal cord, the more dysfunction/impairment the
person will experience. Injuries are referred to as complete or incomplete,
based on whether any movement and sensation occurs at or below the level
of injury. Common causes of spinal cord injury include:
Traumatic injuries
Car crash
Sports injuries
Falls from a height
Gymnastics
Violence
Diving into shallow water
Non-traumatic injuries/illnesses
Cancer
Osteoporosis
Multiple sclerosis
Inflammation of the spinal cord
Arthritis
Most people who have a spinal cord
injury are young adults between the
ages of 16 and 30. This is because
they take more risks.
The effects of spinal cord injury
The effects of a spinal cord injury can vary a lot depending on the severity of
the injury and which part of the spinal cord is affected.
Levels of injury
Vertebrae are grouped into sections. The higher the injury on the spinal cord,
the more problems can occur.
High-cervical nerves (C1 C4)
The most severe spinal cord injury level.

Paralysis in arms, hands, trunk and legs.
Patient may not be able to breathe on her own, cough,
or control bowel or bladder movements.
Ability to speak is sometimes reduced.
When all four limbs are affected, this is called tetraplegia
or quadriplegia.
Requires complete assistance with the activities of daily
living, such as eating, dressing, washing, and getting in or
out of bed.
May be able to use powered wheelchairs with special
controls to move around on their own.
Requires 24-hour personal care.
Sacral nerves (S1 S5)
Injuries generally result in some loss of function in the

hips and legs.
Little or no control of bowel or bladder, but injured
person can manage on their own with special
equipment.
Will most likely be able to walk.
These two areas demonstrate the most and least severe
of spinal injuries. However, less severe injuries are still very
serious. Therefore, it is extremely important that you learn
how to identify possible spinal injuries and how to deal with
someone who may have had one. Knowing the right thing to
do could reduce the chance of further injury, and increase
the chance of recovery.
Signs and symptoms of a potential spinal injury
Signs and symptoms of a spinal cord injury after an accident or incident may
include:
extreme back pain or pressure in the neck, head or back

weakness, lack of coordination or paralysis in any part of the body
numbness, tingling or loss of sensation in the hands, fingers, feet or toes
loss of bladder or bowel control
difficulty with balance and walking
impaired breathing after injury
an oddly positioned or twisted neck or back

First aid for potential spinal injuries

Anyone who experiences significant trauma to her head or neck needs
immediate medical evaluation. This is because they may have a spinal injury.
You should always assume that a trauma victim has a spinal injury. Only a
doctor can decide whether it is or not:
A serious spinal injury isn't always immediately obvious. If it is not
recognised straight away, more severe injury may occur.
Numbness or paralysis may develop immediately or come on gradually.
This is because bleeding or swelling in or around the spinal cord may
not be obvious at first.
The time between injury and treatment can be critical. This information
can help determine how serious the complications are and the amount
of recovery needed.
If you think someone has a back or neck injury:
Do not move the injured person.
Call an ambulance.
Keep the person still.
Place heavy towels, cushions or clothes on both sides of the neck.
Or, hold the head and neck still to prevent them from moving until
emergency care arrives.
Provide basic first aid. For example, you should try to stop any bleeding
and make the person comfortable, without moving the head or neck.
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Activity 11: Practise in pairs
You are now going to practise what you would do if you came across
someone with a potential spinal injury.
Get into pairs. One student should act as an injured person with a possible
spinal injury. The other student is going to practise the correct technique
of supporting the head and spine. Try to think about or find objects in the
room that will help you support the neck and head. On the scene of an
accident you will not necessarily have a splint or supports. This exercise
will help you become more resourceful in situations where equipment is
limited. Switch over, so each partner performs the role of both the patient
and the emergency medical responder.
Treatment
Unfortunately, there is currently no way to reverse damage to the spinal

cord. Therefore, spinal cord injury treatment focuses on preventing further
injury. Urgent medical attention is critical in minimising the effects of any neck
trauma. That is why immobilising the spine as gently and quickly as possible at
the scene is so important. A rigid neck collar and a rigid carrying board must Health Sciences G12 Term 1|143
be used to transport the patient to the hospital after the ambulance arrives.
3.4 Head injuries
Head injuries
A head injury is any trauma to the scalp,
skull, or brain. Head injuries can range from
a minor bump on the skull to a serious brain
injury. A head injury can be either closed or
open (penetrating).
A closed head injury is when there has been

a hard blow to the head by an object which
did not break the skull.
An open, or penetrating, head injury means
that an object broke the skull and entered
the brain. This is more likely to happen
when moving at high speed, for example,
if someone is in a car accident and goes
through the windscreen of the car.
Head injuries include:
concussion (when the brain is shaken); most

common type of traumatic brain injury
scalp wounds
skull fractures
Head injuries may cause bleeding:
in the brain tissue

in the layers that surround the brain
(subarachnoid haemorrhage, subdural
hematoma, extradural hematoma)
Many people who suffer head injuries are children.
Severe head injuries require immediate medical attention because there is a

risk of serious brain damage.
Symptoms of a severe head injury include:
Unconsciousness when a person has collapsed and is unresponsive,

even for short time
Concussion a sudden but short loss of mental function that occurs
after a blow or other injury to the head; a person with concussion may
have a glazed look or appear confused, but wont necessarily be
unconscious
Fits or seizures
Difficulty speaking or staying awake
Problems with the senses such as
hearing loss or double vision
Vomiting
Blood or clear fluid coming from the
ears or nose
Memory loss (amnesia)
Sudden swelling or bruising around both eyes or behind the ear
Difficulty with walking or coordination HECMA G12 Term 1|145
3.5 Emergency medical care for head
injuries
Emergency medical care for head injuries
Learning to recognise a serious head injury and give basic first aid can save
someone's life. For a moderate to severe head injury, call an ambulance
straight away. Also get medical help straight away if the person:
becomes very sleepy

behaves abnormally
develops a severe headache or stiff neck
has pupils (the dark central part of the eye)
with unequal sizes
is unable to move an arm or leg
loses consciousness even briefly
vomits more than once
After calling for an ambulance take the following steps:
Check the person's airway, breathing,

and circulation. If required, begin
rescue breathing and CPR.
If the injured person is breathing and
her heart rate is normal but they are
unconscious, treat them as if there is
a spinal injury. Stabilise the head and
neck by placing your hands on both
sides of the person's head. Keep the
head in line with the spine and prevent
movement. Wait for medical help.
Stop any bleeding by firmly pressing a clean cloth on the wound. If you
think the injury is serious, be careful not to move the person's head. If
blood soaks through the cloth, do not remove it. Place another cloth
over the first one and apply pressure.
If you think there may be a skull fracture, do not apply direct pressure
to the bleeding site. Do not remove any debris from the wound. Cover
the wound with a sterile gauze dressing.
If the person is vomiting, roll the person's head, neck, and body, as one
unit, onto her side to prevent choking. This still protects the spine, which
you must always assume is injured in the case of a head injury. Children
often vomit once after a head injury. This can be as a result of shock,
rather than directly related to the head injury.
Apply ice packs to swollen areas.
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In groups of three, you are going to practise rolling someone onto their
side. Two students should roll the other student on her side. Make sure to
roll her head, neck, and body as one unit, protecting the spine as you do
it. Switch over so each of you practises performing the roll.
How did you find this activity?
_______________________________________________________________________
Make sure you DO NOT do any of the following: Health Sciences G12 Term 1|147
Do NOT wash a head wound that is deep or bleeding a lot.

Do NOT remove any object sticking out of a wound.
Do NOT move the person unless absolutely necessary.
Do NOT shake the person if she seems dazed.
Do NOT remove a helmet if you suspect a serious head injury.
Do NOT pick up or move a fallen child with any sign of head injury.
A serious head injury that involves bleeding or brain damage must be
treated in a hospital.
injuries
For a mild head injury, no treatment may be needed. However, watch for
symptoms of a head injury which can show up later.
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Activity 13: Should or should not?
Look at the statements below and circle whether you should or should
NOT do this if someone has a suspected head injury.
Call an ambulance. should should NOT
Wash a deep head wound that is bleeding should should NOT

heavily.
Get the casualty to sit up. should should NOT
Perform CPR if unconscious and not breathing. should should NOT
Remove any objects from the wound. should should NOT
Put ice on the swollen area. should should NOT
If you suspect a skull fracture, you should cover should should NOT
the wound with a sterile gauze dressing instead
of applying pressure.
Shake the casualty to see if they respond. should should NOT

Prevention of head injuries
Not all head injuries can be prevented. However, using simple precautions,
such as using safety equipment during certain activities, could reduce the
chance of injury. This includes wearing a seat belt in the car, a helmet when
riding a bicycle and a hard hat in areas where something could fall on your
head.
When using safety equipment, it is extremely important to use it properly.

Using safety equipment incorrectly can be as bad as not using it at all.
Examples of not using safety equipment correctly include helmets that do
not fit properly or are not tightened correctly and seat belts that have not
been tightened properly or worn in the correct way.
injuries
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Activity 14: Stay safe
Circle the correct use of safety equipment.

Review
vi e
Re w
Review - Unit 3
1. Which type of fracture, also known as a stress fracture, results in a tiny

crack on one side of the bone?
compound
comminuted
greenstick
fissured
2. What do you call a fracture, common in children, where one side of

the bone bends and the other breaks?
oblique
comminuted
greenstick

transverse
3. In which type of fracture is the bone broken into several pieces?
oblique
comminuted
fissured
compound
Review
4. Explain, in your own words, what you should do if you suspect

someone has a head or spinal injury?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. List the main functions of the skeleton.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Students comments
What did you enjoy?
What did you do well?
Teachers feedback

What was the students attitude like towards activities?
04
Lifting and
moving patients
It is important to learn correct lifting and carrying techniques
so you can deal with emergency situations. If you are the
first responder at the scene of an accident you are likely to
be the person to give initial emergency care, in the position
in which the person is found. You will need to be able to
distinguish an emergency from a non-emergency situation.
In this unit, you will learn how to assess an injury to determine
whether a patient should be moved. If a person has suffered
a major injury it is usually best not to move the person.
However, if you are in a situation that can become worse
or life threatening, such as a falling building or roadside
accident, you may be required to move the injured person
to a safer zone.
You will also learn how to assess an accident or emergency
and make quick decisions. You will practice correct lifting
and carrying techniques to lift and move patients, to receive
professional medical care.
Learning
outcomes
Unit 4: Lifting and moving patients
12.4.1 Demonstrate safe lifting techniques when moving the patient.
12.4.2 Define body mechanics.
12.4.3 Discuss the guidelines and safety precautions that need to be followed
when moving a patient.
12.4.4 Describe the indications for an emergency move.
12.4.5 Describe the indications for assisting in non-emergency moves.
12.4.6 Discuss the various devices associated with moving a patient in the out-
of-hospital arena.
12.4.7 Explain the rationale for properly lifting and moving patients.
12.4.8 Explain the rationale for, and demonstrate an emergency move.
12.4.9 Demonstrate a non-emergency move.
12.4.10 Demonstrate the use of equipment utilised to move patient's in the

out-of hospital arena.

Glossary of key
words
A plan of care that identifies
the specific needs of a person
Assessment Noun
and how those needs will be
addressed.
Refers to the way we move
Body during daily activities. Proper
Noun
mechanics body mechanics can help you
avoid injury and muscle fatigue.
To take or support (a person)
Carry Verb
from one place to another.
Uncertain prognosis, vital signs
Critical
Noun are unstable or abnormal, there
patients
are major complications.
A need to reposition the patient
before making an assessment or
Emergency
Noun immobilising the spine to provide
move
life-saving care, or to reach
critical patients.
Necessary items for a particular
Equipment Noun
purpose.
Prevent someone from moving

Immobilise Verb
or operating as normal.
Life-saving Saving a person, from a difficult
Noun
care situation or critical moment.
Lifting How to move a person or object

Noun
technique correctly.
Any transporting or supporting
of a load (including the lifting,
Manual
Noun putting down, pushing, pulling,
handling
carrying or moving) by hand or
by bodily force.
Non-
Moving someone when there is
emergency Noun
no immediate threat to life.
move
Out-of-
Noun Not in a medical setting.
hospital arena
An action taken in advance to
Safety
Adjective protect against possible danger,
precautions
failure, or injury.
The place where some action or
Scene Noun
event occurs.
A set of circumstances in which

Situation Noun
one finds oneself.

4.1 Lifting and moving patients
Lifting and moving patients

There are a many lifting and carrying techniques you can use when moving a
patient. The type of lift or carry used will depend on the situation. For example,
if you are alone and need to transport an injured person, you will move them
using a different technique than the one you should use if you have other
people to assist you. It is important to remember that you should only move
an injured person if they face immediate danger, or if you cannot provide first
aid because of their position at the scene of the accident.
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Activity 1: Emergency situations
In pairs, discuss situations that you think you could potentially find yourself
in where you may need to lift or carry an injured person to a safer area. List
three emergency situations that you have identified.

Guidelines and safety precautions to follow when moving a
patient
You should only move an injured person or patient with suspected back or
neck injuries if it is really necessary. Unless it is a life-threatening condition, or
the scene is dangerous, you should try not to move a patient too much. You
should only reposition a person if by not moving them it would cause them
further injury. Always be aware that you are trying to help the patient, and you
do not want to cause any further injury.
If you are faced with an injured person who has suffered a non-trauma injury
and is still breathing, but is unresponsive, you should move them into the
recovery position.
Key points to remember when lifting a patient:
Use your legs, not your back, to lift a patient.

Position your feet properly.
Lift without twisting.
Keep the weight of the patient close to your body as this will allow you
to lift a heavier weight in a safe manner.

4.1 Lifting and moving patients
Safe reaching technique
When reaching to assist a patient, it is important to follow the correct technique
to avoid any injury to yourself, and to prevent further injury to the patient.
Some key points to remember when reaching are:
Keep your back locked in.

Avoid twisting while reaching.
Avoid reaching more than 4050cm in front of your body.
Safe pushing and pulling technique
When assisting a patient, you may have to move the patient or other obstacles
to assist them. You would do this to move the patient into a safer area to
receive first aid or other needed medical care. Some key points to remember
when pushing and pulling a patient are:
Always try to push, rather than pull.

Whenever possible, keep your back locked in.
Keep the weight of the patient close to your body.
Keep your knees bent.
Avoid pushing or pulling overhead. It is important to learn
about body mechanics
to help prevent injury to
Keep your elbows bent and arms close to your side. yourself or others.
If weight is below waist level, push or pull from a kneeling position.
Body mechanics
Body mechanics is a term used to describe the ways we move as we go
about our daily lives. It includes how we hold our bodies when we sit, stand,
lift, carry, bend and sleep. Poor body mechanics are often the cause of back
problems. When we do not move correctly and safely, the spine is put under
stresses that can lead to degeneration of spinal structures like discs and joints,
injury and unnecessary wear and tear.
This shows the importance of learning the principles of proper body mechanics
and practicing good lifting techniques. They are not difficult to understand.
Once you get used to the correct techniques, you can easily include them
into your daily life. You will be glad you learned them as they can save you
from back pain and discomfort.
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Activity 2: Practise in pairs
In pairs, practice using the correct body mechanics to lift an object from
the floor. Your teacher may give you something specific to lift from the
floor. It does not matter what the object is, the same body mechanics
should be used whether you are lifting a pencil, a box or even a person.
Look at the infographic below and try it!

4.2 Body mechanics of lifting a patient
Body mechanics of lifting a patient
The process of lifting places the greatest load on the lower back. Therefore,
it has the highest risk of injury, especially if you are lifting or carrying another
person. Using proper lifting mechanics and posture is critical to prevent injury.
It is more important how you lift than how heavy a weight you lift. Here are a
few tips on how to lift safely:
Ensure the patient is directly in front of you.

Bend the knees to a full squat or lunge position.
Lift the weight towards your chest.
Assume a neutral position with your back.
Tighten your lower back and buttocks muscles to lock the back.
Now lift from your legs to the standing position.
Look where you are going and be aware of your surroundings.
Move forward, rather than backward, when possible.
Try to take small steps to maintain control of the lift.
Communicate frequently and clearly with you partner (if you have
support), the patient and bystanders.
Explain to the patient what you are about to do and tell the patient to
keep their limbs close to their body to avoid obstructions.
You should avoid:
lifting from a twisted/sideways position.
lifting from a forward stooped/imbalanced
position.
moving backwards, if possible.
moving over obstacles.
putting unnecessary stress on your lower
back as this may result in injury.
Proper body mechanics are important for keeping your spine healthy and
ensuring you do not cause further injury to the patient.
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Activity 3: Correct technique
Look at the image of the person attempting to move a patient. Do you

think she is using the correct lifting technique? Discuss with a partner and
then give your reasons below.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4.2 Body mechanics of lifting a patient
Power Lift
The power lift is a lifting technique that

generates power from the lower body to
safely lift and move a patient. The key
points of a power lift are:
Tighten or lock your back in an

upright position.
Position your feet about shoulder-
width apart and bend your legs to
lower your torso and arms.
Grasp the stretcher or backboard
with your hands with palms facing
up.
Adjust your position to balance
the weight.
Lift by straightening your legs until
you are standing.
Keep the weight close to your
body.
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Activity 4: Power lift
Practice the power lift position. Make sure you get low to the ground by
bending your knees. Use your legs (rather than arms or back) to create the
lifting power.
Look at the picture of the woman performing the power lift above to help
you.
Power Grip
The power grip is a good technique to learn when carrying or lifting a patient.
This technique allows you to take a firm grip of the stretcher which will enable
you to lift a greater weight.
The arms and hands have the greatest lifting strength when facing
palms up.
Your hands should be at least 25cm apart when grasping the equipment.
Each hand should be inserted under the handle with the palm facing
up and the thumb extended upwards.
Curl your fingers and thumb tightly over the top of the handle.
Make sure the underside of the handle is fully supported on your curved
palm.
Never grasp the equipment with the palm facing down over the handle.

4.3 Emergency and non-emergency moves
Emergency and non-emergency moves

With all emergency and non-emergency moves, remember to use good body
mechanics/lifting techniques. Do not try to lift, carry or drag a person without
checking for their injuries and assessing what injuries the patient may have
suffered.
Emergency moves
Typical situations for an emergency move include:
Scene is hazardous
Life-threatening condition requires move
Patient must be moved to reach a critical Emergency
patient
Scene factors cause a decline in patient
condition
Treatment of patients condition requires a
move
Non-emergency moves
As the name suggests, these types of moves are

used in a non-emergency situation.
Non-
Typical situations for a non-emergency move
Emergency
include:
When there is no threat to life

When the patients condition allows for
assessment and care
When using a carrying device
Different types of carrying techniques
Each of the carry techniques you will learn
about require you to make a judgement as
to whether you believe the situation is an
emergency or not. Remember, you should
only move a patient if it is necessary.
Pack-strap Carry
The pack-strap carry is also known as the

back carry and can be used with both
conscious and unconscious patients. Using
this technique with an unconscious person will
require the support of a second responder to
help position the injured or ill person on your
back. Do not use this type of carry technique
if you suspect that the person has a head,
neck or spinal injury. This is considered an
emergency move.
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Activity 5: Identify a situation
Can you think of a situation when you might use the pack-strap carry?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Cradle Carry
To perform the Cradle Carry technique, you must

support the patients weight by placing your arms under
their thighs. This technique is better suited for those with
a lower body weight than you, such as a child. If the
patient is heavy, it may put both you and the patient at
risk. If the patient is responsive, they should clasp their
hands around your neck for support. If the patient is
not able to do this, clasp the patients hands with yours
to keep them from falling back. This is considered an
emergency move.
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Can you think of a situation when you might use the cradle carry?
______________________________________________________________________
______________________________________________________________________
One-person Walking Assist
To perform a one-person walking assist, place the

injured or ill persons arm across your shoulders
and hold it in place with one hand. Support the
person with your other hand around the persons
waist. In this way, your body acts as a crutch,
supporting the persons weight while you both
walk. This is considered an emergency move
but can be used in non-emergency situations
depending on the circumstances.
A second responder, if present, can support the person in the same way on
the other side. This is called two-person walking assist. Do not use this assist if
you suspect that the person has a head, neck or spinal injury.
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Can you think of a situation when you might use the one-person walking
assist carry?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Firefighters Carry
This is considered an emergency move. The

Firefighters Carry technique used to be a
common way for firefighters to carry someone
from danger but it's no longer used in that Health Sciences G12 Term 1|171
scenario because it exposes the victim's
airway to smoke. However, this method is
still commonly used in a range of different
situations because it allows the first responder
to carry the victim for some distance quite
quickly, with less discomfort and risk of further
injury. Look at the stages of the firefighters
carry below.
Firefighter's Carry Infographic
A B
C D E
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Can you think of a situation when you might use the firefighters carry?
______________________________________________________________________
______________________________________________________________________
Direct Ground Lift
This type of lift is used for patients with no suspected spinal

injury who are found lying face up (supine position) on
the ground. You should use this lift when you need to
lift and carry a patient some distance to be placed on
the stretcher. This lift requires two or more carriers. This is
considered a non-emergency move.
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Can you think of a situation when you might use the direct ground lift?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Two-rescuer Extremity Carry Health Sciences G12 Term 1|173
The two-rescuer extremity carry is normally

used to carry a patient down steps. The
forward rescuer grasps the patients legs
under the knees while the rear rescuer
reaches under the patients armpits from
behind to grasp the patients forearms. This
is considered a non-emergency move.
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Can you think of a situation where you might use the two-rescuer extremity
carry?
______________________________________________________________________
______________________________________________________________________
Four-handed Seat Carry
The four-handed seat carry can be used if a patient is

conscious and can grasp the carriers shoulders. This
technique is usually used for carrying a short distance.
To perform this carry, both carriers position themselves

behind the casualty and face each other. They then
grasp their own left wrist with their right hand and grasp
the other carriers right wrist with their left hand. Both carriers will lower their
bodies so the seat is low enough for the patient to sit. This is usually about
level with the knees of the patient.
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Can you think of a situation when you might use the four-handed seat
carry?
______________________________________________________________________
______________________________________________________________________
Two-arm Seat Carry
The two-arm seat carry is used to move a

patient a short distance. To perform the carry,
the casualty will start on their back. The two
carriers will position themselves on opposite sides
of the patients hips (facing each other) and
kneel. Each carrier will then pass one arm under
the patients back and the other arm under
the patients thigh. The carriers will then grasp
each others wrists securely. Communication is
important when using this technique to ensure
each carrier stands up at the same time.
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Can you think of a situation when you might use the two-arm seat carry?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Activity 13: Carry me
In teams of three, select two carry techniques that you have just learnt
about. Select one emergency move and one non-emergency move.
Your teacher will set your team a challenge to see if you can move a
patient from one point in the classroom to another using your chosen carry
methods.
What emergency carry technique did your team select?
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
What non-emergency carry technique did your team select?

______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Can you identify a situation where each of these carry techniques might
be suitable?
Emergency carry technique:
_________________________________________________
_________________________________________________
_________________________________________________ Emergency
_________________________________________________
_________________________________________________
Non-emergency carry technique:
_________________________________________________
_________________________________________________
Non-
_________________________________________________
emergency Health Sciences G12 Term 1|177
_________________________________________________
_________________________________________________
4.4 Types of drags
Types of drags
Clothes Drag
This is a simple movement to perform.
To perform it, gather the patients
clothing behind her neck. While
moving the patient, cradle her head
with her clothes and your hands, or
allow the patient to rest her head
on your arms. Once you have a safe
and suitable grip on the patients
clothing, pull the patient to safety. This
is considered an emergency move.
Blanket Drag
This type of drag should be performed

if the patient is not dressed or is dressed
in clothing that could easily tear. You
will need a rug, blanket or similar
item to perform this drag. Place the
rug or other item on the floor and roll
the patient onto it. During the drag,
keep the patients head as low to the
ground as possible and try to avoid
rough surfaces where possible. Pull
the patient to safety by dragging the
rug. This is considered an emergency
move.
Shoulder Drag
To perform this movement, stand behind the
patient. You should then reach under each of
their armpits and hook your arms. Once you
have a firm grip, begin to drag the patient to
safety. Move carefully and be aware of your
surroundings as you will be moving backwards.
This drag can be tiring. Remember to use
the correct technique to put yourself in this
position and drag the patient to avoid injury.
This is considered an emergency move.
Ankle Drag
To perform this movement, grasp each of the
patients ankles. When you have a firm grip of
the ankles, begin to drag the patient to safety.
Remember to move carefully and be aware
of your surroundings as you will be moving
backwards. Pull the patient in a straight line and
be careful not to bump their head. Remember Health Sciences G12 Term 1|179
to use the correct technique to put yourself
in this position and drag the patient to avoid
injury. This is considered an emergency move.
4.4 Types of drags
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Activity 14: Scenarios
Look at the scenarios below and identify the indications for an

emergency move. Place a tick in the 'Yes' or 'No' column once you have
decided if the situation requires an emergency move or not.
Does Does not

Scenario require an require an
emergency emergency
move move
(Yes) (No)
The patient has been injured in a car
accident and there is a danger of a fire or
explosion.
A patient has fallen off a chair onto the
grass in a park.
A patient is feeling unwell and sitting down
on the sofa.
The patient has suffered an injury and has
fallen into water.
A patient has fallen down the stairs and
broken her leg. She is lying by the side of a
road with cars passing at high speed.
A patient has sprained her ankle whilst
playing sports with her friends at the indoor
sports centre.
A patient has suffered an injury in an old
building that does not look safe.
A patient has suffered a minor cut to her
hand but can still walk around.
Choose one of the scenarios from the previous page that you think
requires an emergency move and describe why you think this.
_____________________________________________________________________
_____________________________________________________________________
Identify one of the scenarios that you think does not require an
emergency move and describe why you think this.
_____________________________________________________________________
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Activity 15: Drag techniques
Your teacher will give you three different

accident and emergency scenarios. In pairs,
you need to identify the most suitable drag for
each situation and practice it with your partner.
Remember to take turns being the first responder
and the patient. Write which drag you chose to
use for each scenario.
Scenario Chosen drag technique

1.
2.
3.
Which drag technique do you think is the most effective? Which drag do
you feel most confident doing?
_______________________________________________________________________
_______________________________________________________________________
4.5 Out-of-hospital arena
Out-of-hospital arena
The out-of-hospital arena is a term used in emergency medicine to mean in
the field, or in the community. It can also refer to dealing with an injured
person or patient who suffers an accident in any environment outside of a
healthcare setting. Assessments and treatment given out-of-hospital often
stabilise a patient or begin the critical care needed. The lifting and carrying
techniques that you have learnt within this unit will more than likely always
take place in an out-of-hospital setting.
When responding to an emergency, you may be faced with a whole range
of possible situations. The Chain of Survival information gives you some
guidance on how to support a patient who may have suffered a cardiac
arrest. A strong chain of survival can improve chances of survival and
recovery for victims of cardiac arrest.
for
l In m
at
Usefu
Useful Information
ion
Out-of-hospital Chain of Survival

The five links in the adult out-of-hospital chain of survival are:
Recognition of cardiac arrest and activation of the emergency
response system
Early cardiopulmonary resuscitation (CPR) with an emphasis on chest
compressions
Rapid defibrillation
Basic and advanced emergency medical services
Advanced life support and post-cardiac arrest care
Patient-carrying devices
As well as learning how to correctly lift
and carry a patient, it is important to
learn about the different devices that
are used to carry a patient. There is a
range of devices that are used, each
having their own use for a specific
injury. Paramedics and emergency
medical responders often use different
patient-carrying devices to move
patients. As a first aider or responder,
you should familiarise yourself with Health Sciences G12 Term 1|183
these devices.
After providing first aid and initial
emergency care at the scene of an
accident, the patient often needs
to be transported to the nearest
emergency department. Ambulances
are equipped with different patient-
carrying devices that are intended for
specific purposes.
Lets look at some of the common patient-carrying devices:
Wheelchair
A wheelchair, as the name suggests, is a
chair with wheels, used when walking is
difficult or impossible due to illness, injury
or disability. Wheelchairs come in a wide
variety to meet the specific needs of
their users. They may include specialised
seating adaptions, individualised controls
and they may be specific to activities, as
seen with sports wheelchairs.
Typically, a wheelchair is moved either by

the wheelchair user/occupant pushing
the wheelchair by hand (self-propelled) or
by another person pushing from the rear
(attendant propelled).
Wheeled stretcher (standard stretcher)

This is probably the most commonly
used patient-carrying device. Wheeled
stretchers may be a one, two or multi-
level device. It ensures the patients
comfort and safety, and can also be
adjusted to suit the patients preferred
position: seated, semi-seated, flat
or even tilted down (Trendelenburg
position). This device is perfect for use
on smooth ground.
Portable stretcher
A portable stretcher is usually used when factors

such as space limitations prevent moving the
victim on a wheeled stretcher. First aiders,
paramedics and emergency medical responders
often call it a soft cot. They are usually made
of tubular metal frames with a coated fabric or
canvas bottom and foldable legs and wheels.
Some can be easily folded, and some have an
adjustable backrest. However, this device is not
recommended when spinal immobilisation is
necessary.
Basket stretcher (Stokes stretcher)
This basket stretcher is the device of choice

when the patient or victim needs to be moved
from one level to another by rope or ladder.
Some models come with security straps, four-
point bridles and adjustable footrests. This type of
stretcher ensures that the patient who is already
on a spine board is completely immobilised. Health Sciences G12 Term 1|185
Long backboard
This device is intended for transporting or moving

individuals with a spinal injury or suspected spinal
injury. Usually, long spine boards use the standard
9-foot (2.75m) straps, although some come with
pins where special straps can be clipped. Head
immobilisation devices can also be used with
wood spine boards.
Vest-type immobilised device
Vest-type immobilised devices, often referred to as a Kendrick Extrication

Device (K.E.D.) is a device that is used in vehicle extraction to remove an
injured person from motor vehicles. This type of device is commonly carried
on ambulances, and it is usually applied to a patient by an emergency
medical responder, or another first responder.
Look at the image below to see how the device helps to support a patient.
vie
Re
w
Review - Unit 4
1. Which of the following correctly describes the correct procedure

when lifting a patient? Circle the four correct answers.
Leave the patient and

Lift a patient using the Bend the knees to a
hope someone else
power in your back. full squat.
provides help.
Ensure the patient is

Do not tell the patient Ensure the patient is
immediately in front of
what you are doing. behind you.
you.
Try to take small steps to Lift a patient using

Try to take long steps to
maintain control of the the power in your
get to the area quickly.
lift. legs.
2. Look at each image below and identify which one correctly

demonstrates a power grip. Place a tick in the box that shows a
power grip.
HECMA 12 Term 1|CH4|187

Review
3. Identify two different carry techniques and provide an example of a

scenario where they are likely to be used.
Carry technique Scenario
4. Describe one indicator of an emergency move.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Describe one indicator of a non-emergency move.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Students comments
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Grade12files

Unfortunately, accidents do happen, so it is important to develop the skills,

1.3 Emotional intelligence 38

1.4 How to recognise and manage feelings 48

1.5 The WOOP strategy 70

2.1 What is self-esteem? 82

2.2 How the brain works 88

2.3 How your self-esteem develops 90

2.4 What does self-esteem look like? 96

The function of the musculoskeletal system 116

3.2 Common skeletal system injuries: fractures 120

3.3 Spinal cord injuries 138

3.4 Head injuries 144

3.5 Emergency medical care for head injuries 146

4.1 Lifting and moving patients 160

4.2 Body mechanics of lifting a patient 164

4.3 Emergency and non-emergency moves 168

4.4 Types of drags 178

4.5 Out of hospital arena 182

12.1.2 Explore the concept of good character in relation to health.

12.1.3 Describe the traits that contribute to good character.

12.1.5 Explain the benefits to a persons health in developing good character.

12.1.6 Understand how to recognise and manage feelings.

Learning outcomes - Health Sciences 12 Term 1|17

The way someone acts a

A good or helpful result from

To make something different

To pick or decide between two

The action of focusing all your

Improve Verb To become better than before.

Something that controls what a

Manage Verb To have control of something.

Glossary of key words - Health Sciences 12 Term 1|19

Good character in relation to health

What type of character do you think you have?

How different characteristics affect your health:

Optimists are more likely to eat well, exercise regularly

On the downside, happy and content people may

Extroverts are more likely to live longer. Experts say

People who are always looking for the next new

This personality type is organised and self-

Chronic worry, anxiety and a tendency to

Can you change your personality?

How this can have a negative effect on you: ___________________________

Using the unhealthy characteristic you have already highlighted, come

Exercise can improve emotional

Self-awareness is important in understanding how you think and feel. It is

Self-awareness is about understanding:

your values, what you believe is important

Health Sciences G12 Term 1|27

1. Hopes and dreams what do you want to happen in the future?

2. Needs what do you need that is very important to you?

3. Skills what are you able to do very well?

5. Values what do you believe is important to you?

Health Sciences G12 Term 1|29

Health Sciences G12 Term 1|31

Strengths, and areas for improvement

Describe yourself by choosing four positive characteristics showing your

Being self-aware is not just about understanding what is positive about

1. Improving your and __ skills is

3. Empathy is the skill to and

and have dealings with your