‭Year 11 - Study Notes‬

‭CORE 1 - BETTER HEALTH FOR INDIVIDUALS‬

‭FQ1 - What does health mean to individuals?‬

‭➔‬ ‭Meanings of health‬

‭➔‬ ‭Definitions of health‬
‭➔‬ ‭Dimensions of health‬
‭➔‬ ‭Relative and dynamic nature of health‬

‭Definitions of health‬

‭WHO defines health as a condition of whole health‬‭physical, mental, and social‬‭rather‬

‭than just the absence of illness or disability. The intricate relationships between a‬
‭person's environment, lifestyle,‬‭and heredity are‬‭reflected in their health.‬

‭Dimensions of health‬

‭There are 5 dimensions of health that are interrelated.The 5 dimensions are‬‭Spiritual,‬

‭Physical, Emotional, social, and mental;‬‭they all‬‭have different meanings. These 5‬
‭dimensions of health provide a change in one component of health that influences the‬
‭others, giving a complete picture of health.‬

‭Relative and dynamic nature of health‬

‭Relative:‬‭The term "relative nature of health" describes‬‭how one can compare one's own‬
‭health status to that of others.‬

‭Dynamic:‬‭The term "dynamic nature of health" describes‬‭how everyone's state of health‬

‭is always shifting and has the potential to do so abruptly and drastically.‬
‭Perceptions of health‬

‭●‬ ‭Perceptions of their health‬

‭How you comprehend health is a question about how they see their health. Numerous‬
‭factors influence how you understand your own health, such as: The way our family‬
‭views health. Our peers' perceptions on health and how to achieve it.‬

‭●‬ ‭Perceptions of health of others eg parents, the elderly, the homeless‬

‭The understanding of health and the individual you know have a significant impact on‬
‭how you perceive their health. The same way that your views, family, education, and‬
‭other factors shaped how you saw your own health, they also had an impact on how you‬
‭perceived the health of others. But we tend to make relatively shallow judgements about‬
‭other people, unlike how we perceive our own health.‬

‭●‬ ‭Implications of different perceptions of health‬

‭There are several ramifications for having diverse perspectives on health. Both the‬
‭individual and society at large may attest to this. For an individual's behaviour to be‬
‭directed in the right direction, it is critical that their impression of their health be as‬
‭accurate as possible. A societally held misconception about health can also be‬
‭detrimental to the well-being of individuals, governments, companies, and more.‬

‭●‬ ‭Perceptions of health as social constructs‬

‭Recognising that people's perceptions of health are social constructs means that you must‬
‭acknowledge that the majority of the meanings and interpretations that people attach to‬
‭their health are products of their society. In other words, our society shapes and develops‬
‭our perception and understanding of health.‬

‭●‬ ‭Impacts of the media, peers and family‬

‭Peers, family, and the media all have a significant influence on how we view health.‬
‭Friends and family are the people closest to us and have a big impact on how we perceive‬
‭and understand health. The media is influencing how we interpret concepts more and‬
‭more. The media also has some really bad side effects such as bullying, discrimination‬
‭and rudeness of people's behaviour can lead to really bad situations therefore the media‬
‭has a bad effect on an individual mentally, emotionally and physically.‬

‭Behaviours of young people‬

‭●‬ ‭The positive health status of young people‬

‭One of the best things about Australia is the excellent health of its youth. Young people‬
‭comprise 14% of the population, but they are doing well by the measures of national‬
‭health, with over 90% indicating that their individual health is good or better and 95%‬
‭feeling optimistic about the future.‬

‭●‬ ‭Protective behaviours and risk behaviours‬

‭Eating unhealthy food is one risky activity that can lead to living an unhealthy lifestyle.‬
‭Eating healthily and maintaining a positive attitude towards one's dietary decisions are‬
‭examples of protective habits. Drunk driving, failing to buckle up, and using a phone‬
‭while operating a vehicle are risky driving practices.‬

‭➔‬ ‭Violence‬
‭➔‬ ‭Alcoholism‬
‭➔‬ ‭Tobacco use disorder‬
‭➔‬ ‭Risky sexual behaviours‬
‭➔‬ ‭eating disorders‬

‭For example: eating unhealthy food which can lead to having an unhealthy lifestyle.‬
‭Protective behaviours include having good attitudes towards the food choices made and‬
‭eating healthy foods.‬
‭The determinants of health‬

‭What a person knows is one of the more influential individual factors that determine‬
‭health. In order to improve their health an individual needs to have good health‬
‭knowledge. That is, they need to know:‬

‭➔‬ ‭Where to get information‬

‭➔‬ ‭Healthy food choices‬
‭➔‬ ‭Recommended levels of physical activity‬
‭➔‬ ‭How things affect our health (‬‭protective and risk‬‭behaviours‬‭)‬
‭➔‬ ‭How to interpret food labels, and‬
‭➔‬ ‭Have a wealth of other knowledge related to health‬

‭●‬ ‭Family is by far the greatest influence on health from sociocultural factors. Family‬
‭will determine your culture and often have a huge impact on your choice of‬
‭religion, friends and may even decide what and how much media exposure you‬
‭have (particularly at a young age).‬
‭●‬ ‭Peer pressure is often the first thing that people think about when it comes to peer‬
‭influences, however, there is little evidence to say that you are more likely to smoke‬
‭because your friends tell you to. Instead, your peers influence you by creating‬
‭environments where you seek to fit into the group by adapting their behaviours.‬
‭This can be positive, if your group has lots of protective behaviours that they‬
‭engage in, or negative, if the behaviours increase risk.‬
‭●‬ ‭The media is another of the sociocultural factors that determine health. The media‬
‭plays a large role in shaping health. This can be done through marketing‬
‭campaigns such as “Quit”, “Coco-pops”, or McDonalds advertising. It can be‬
 ‭direct through news articles that focus on pink ribbon day or TV shows such as‬
‭“The Biggest Loser”.‬
‭●‬ ‭Your religion is another of the sociocultural factors that influence your health.‬
‭This can often be in a positive manner, providing a purpose for life and promoting‬
‭self worth. Given that Spirituality is an entire dimension of health, it is no surprise‬
‭that your religion will influence your health. Often regions also have rules, such as‬
‭not getting drunk, no sex before marriage, that promote protective behaviours in‬
‭individuals and promote health.‬
‭●‬ ‭The last of the sociocultural factors mentioned in the syllabus is culture. Culture is‬
‭all the traditions, values, and a number of other behaviours, including traditional‬
‭foods or social activities. Culture is passed down by the immediate and wider‬
‭family. A sense of connection and belonging to your culture can have a positive‬
‭influence on health, especially improving the social dimension of health.‬

‭T‭h‬ e socioeconomic factors that determine health include:‬‭employment, education, and‬

‭income. Socioeconomic refers to society related economic factors. These factors relate to‬
‭and influence one another. For example, your employment will dictate your income. Your‬
‭income level often correlates to your level of education and your level of education helps‬
‭to dictate your employment. That is, someone with a Bachelor in Applied Science, a‬
‭Masters in Medicine and a PhD in Neurological surgical techniques is in a prime‬
‭position to earn a large income as a specialist Neurological surgeon. This then allows‬
‭them to pay for and usually leads to expectations upon that person’s children to achieve a‬
‭similar level of education, employment and income. these socioeconomic factors then‬
‭influence health.‬

‭Geographical location‬

‭Where someone lives can greatly determine their health. Within Australia there are‬
‭people who are homeless, others who live in third world conditions, some who live in‬
‭rural and remote areas, while many live in cities around the country. Someone’s‬
‭geographical location can mean that they are exposed to pollution, or have limited‬
‭access to fresh water. Geographical location can mean that foods purchased have had to‬
‭travel further and have less nutrients in them as well as meaning a lack of educational or‬
‭employment opportunities.‬

‭AIHW also identifies a range of environmental determinants of health, including:‬

‭➔‬ ‭Contamination of food and water‬

‭➔‬ ‭Vector Borne diseases transmitted by insects and other animals‬
‭➔‬ ‭Disease caused by air pollution or exposure to chemicals‬
‭➔‬ ‭Injuries that are a results of workplace or traffic systems‬
‭➔‬ ‭Disasters or changes in ecological systems associated with climate change‬

‭Access to health services‬

‭Someone with easy access to health services is more likely to have better health outcomes‬
‭than someone who has to travel long distances or cannot afford to access particular‬
‭health services. As such, this environmental factor relates to socioeconomic factors as‬
‭well as the other environmental factors.‬

‭Access to technology‬

‭Access to technology includes access to health care technology, such as kidney dialysis‬
‭machines, as well as access to technology for knowledge, such as the internet. A person’s‬
‭access to technology, just like their access to health services, is affected by their‬
‭geographical location and socioeconomic status.‬

‭Modifiable and non-modifiable health determinants‬

‭Nonmodifiable risk factors include age, genetics, epigenetics, and social determinants of‬
‭health (including education level, socioeconomic status, and noise and arsenic exposure).‬
‭Modifiable risk factors include obesity, the microbiome, diet, cigarette smoking, sleep‬
‭duration, sleep quality, and sedentary behaviour.‬

‭FQ2 - what strategies help to promote the health of individuals?‬

‭-‬ ‭What is health promotion‬

‭-‬ ‭Responsibility of health promotions‬
‭➔‬ ‭Community groups/schools‬
‭➔‬ ‭Non-government organisations‬
‭➔‬ ‭Government‬
‭➔‬ ‭Individuals‬
‭➔‬ ‭International organisations, eg WHO, United states‬
‭-‬ ‭Health promotion approaches and strategies‬
‭➔‬ ‭lifestyle/behaviour approaches, eg quit smoking problems, health education‬
‭➔‬ ‭Preventative medical approaches, eg childhood immunisation,cancer screening‬
‭➔‬ ‭Public health approaches, eg health-promoting schools and workplace‬
‭-‬ ‭The ottawa charter as an effective health promotion framework‬
‭➔‬ ‭Developing personal skills‬
‭➔‬ ‭Creating supportive environments‬
‭➔‬ ‭Strengthening community action‬
‭➔‬ ‭Reorienting health services‬
‭➔‬ ‭Building healthy public policies‬
‭-‬ ‭Principles of social justice‬
‭➔‬ ‭Equity‬
‭➔‬ ‭Diversity‬
‭➔‬ ‭Supportive environments‬
‭What is health promotion‬

‭Health promotion is the process of enabling people to increase control over, and to‬
‭improve, their health. It moves beyond a focus on individual behaviour towards a wide‬
‭range of social and environmental interventions.‬

‭➔‬ ‭Health care‬

‭➔‬ ‭Develop personal skills‬
‭➔‬ ‭Preventive healthcare‬
‭➔‬ ‭Natural environment‬
‭➔‬ ‭Access to healthy food etc‬

‭The health promotion model focuses on helping people achieve higher levels of‬
‭well-being. It encourages health professionals to provide positive resources to help‬
‭patients achieve behaviour specific changes.‬

‭Responsibility of health promotions‬

‭-‬ ‭Individuals‬
‭-‬ ‭Community groups/schools‬
‭-‬ ‭Non-government organisation‬
‭-‬ ‭Government‬
‭-‬ ‭International organisations eg. WHO united nations‬

‭The responsibility for health promotion in health services is shared among individuals,‬
‭community groups, health professionals, health service institutions and governments.‬
‭They must work together towards a health care system which contributes to the pursuit of‬
‭health.‬

‭➔‬ ‭Education‬
‭➔‬ ‭mass media‬
‭➔‬ ‭community development‬
 ‭➔‬ ‭community engagement processes‬
‭➔‬ ‭Advocacy‬
‭➔‬ ‭lobbying strategies‬

‭Health promotion approaches and strategies‬

‭ here have been many changes over the past couple of decades to the way health‬
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‭promotion approaches. Many changes have been due to the insane understanding of‬
‭health itself and the recognition of influence of external factors on an individual's level‬
‭and the decisions they make about health.‬
➢
‭ ‬ ‭Lifestyle/behavioural approaches, eg quit smoking programs, health education.‬
‭➢‬ ‭Preventative medical approaches, eg childhood immunisation, cancer screening.‬
‭➢‬ ‭Public health approaches, e.g. health-promoting schools and workplaces.‬

‭The ottawa charter as an effective health promotion framework‬

‭ he Ottawa Charter as an effective health promotion framework as a dot point requires‬
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‭you to learn about the five action areas of the framework: Developing personal skills‬
‭Promotion, Creating supportive environments, Strengthening community action,‬
‭Reorienting health services, and Building healthy public policy.‬
➢
‭ ‬ ‭Enabling‬
‭➢‬ ‭mediating‬
‭➢‬ ‭Advocacy‬
‭ ade in Canada 1986 at the first international conference for health promotions, it is‬
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‭now the most widely used framework for health promotions globally.‬
‭ o‬‭advocate‬ ‭(‭e‬ nsure health promotion supports health‬‭),‬‭enables‬‭(‭w
T ‬ ork towards health‬
‭equity‬‭) and‬‭mediate‬‭(‬‭health personnel and professionals‬‭must make sure coordinated‬
‭efforts strive in the pursuit of health‬‭)‬

‭Priority action areas‬

‭Developing personal skills‬‭| invitation must support‬‭personal health development‬
‭Creating supportive environments‬‭| ensuring spaces we occupy actively support health‬
‭Strengthening community action‬‭| increasing communities‬‭control of their health‬
‭Reorienting health services‬‭| making healthcare preventative‬‭and holistic‬
‭Building healthy public policy‬‭| all other areas must‬‭be enforced through public policy‬
-‭ ‬ ‭ ougs‬
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‭-‬ ‭Cats‬
‭-‬ ‭Smell‬
‭-‬ ‭Really‬
‭-‬ ‭Bad‬
‭Principles of social justice‬
‭ quity‬ ‭- Equity recognizes that each person has‬‭different circumstances and allocates‬
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‭the exact resources and opportunities needed to reach an equal outcome.‬‭two individuals‬
‭have unequal access to a system — in this case, the tree that provides fruit.‬
‭ iversity‬ ‭- a combination of our differences that‬‭shape our view of the world, our‬
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‭perspective and our approach.‬‭recognising, respecting‬‭and valuing differences based on‬
‭ethnicity, gender, age, race, religion, and disability‬
‭ upportive environments‬‭- planned and set up in a‬‭way that supports positive‬
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‭relationships and good communication.‬‭Fun and engaging‬‭playgrounds with safe and‬
‭age-appropriate equipment, Purpose-built and adaptable sporting facilities,Green and‬
‭open spaces, Classrooms and learning spaces designed and set up to encourage‬
‭movement, Outdoor classrooms, Secure bike and scooter storage.‬
 ‭PDHPE STUDY NOTES‬

‭CORE 2 - THE BODY IN MOTION‬

‭ Q1 - how do the musculoskeletal and cardiorespiratory system of the body influence‬
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‭and respond to movement?‬

‭Study notes that need to be done!‬

‭Skeletal system‬
-‭ ‬ M ‭ ajor bones involved in movement‬
‭-‬ ‭Structure and function of synovial joints‬
‭-‬ ‭Joint action, eg extension and flexion‬
‭Muscular system‬
-‭ ‬ M ‭ ajor muscles involved in movement‬
‭-‬ ‭Muscles relationships (agonist, antagonist)‬
‭-‬ ‭Types of muscles contraction (concentric, eccentric, isometric)‬
‭respiratory system‬
-‭ ‬ S ‭ tructure and function‬
‭-‬ ‭Lung function (inspiration, expiration)‬
‭-‬ ‭Exchange of gases (internal, external)‬
‭circulatory system‬
-‭ ‬ ‭ omponents of blood‬
C
‭-‬ ‭Structure and function of the heart, arteries, veins, capillaries‬
‭-‬ ‭Pulmonary and systemic circulation‬
‭-‬ ‭Blood pressure.‬
‭Skeletal system‬
‭skeletal system‬
‭ usculoskeletal System, or Skeletal System The structural support system of your body is‬
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‭the skeletal system. It creates‬‭blood cells, gives‬‭your body form, permits movement,‬
‭shields your organs, and stores minerals.‬‭The musculoskeletal‬‭system is another name for‬
‭the skeletal system.‬
‭Major bones involved in movement‬
➢
‭ ‬ ‭Skull (group of bones)‬
‭➢‬ ‭Mandible‬
‭➢‬ ‭Vertebral column, cervical, thoracic, lumbar. sacral, coccyx‬
‭➢‬ ‭Clavicle‬
‭➢‬ ‭Scapula‬
‭➢‬ ‭Sternum‬
‭➢‬ ‭Costals (ribs)‬
‭➢‬ ‭Humorous‬
‭Structure and function of synovial joints‬
‭ reventing friction between the articulating bones of the joint cavity is the main function‬
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‭of the synovial joint. The articular‬‭capsule, a fibrous‬‭connective tissue linked to each‬
‭participant bone somewhat beyond its articulating surface, encloses the joint cavity.‬
‭Joint action, eg extension and flexions‬
‭ decrease in the angle between the bones results in flexion, also known as bending.‬
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‭Flexion includes actions such as raising the forearm to the elbow or bending the wrist to‬
‭bring the hand closer to the forearm. In‬‭contrast‬‭to flexion, extension results in an‬
‭increase in the angle between a joint's bones.‬
‭Muscular system‬
‭Muscular system‬
‭ he muscular system includes‬‭skeletal, smooth, and‬‭cardiac muscle within the body.‬
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‭Cardiac muscle is the muscle that makes up the majority of the heart and allows the heart‬
‭to contract (beat) and pumps blood around the body. It is a non-voluntary muscle and‬
‭when viewed under a microscope has a striated appearance.‬
‭Major muscles involved in movement‬
➢
‭ ‬ ‭Deltoid – abduction, medial rotation, and extension of the shoulder.‬
‭➢‬ ‭Triceps – extension of the elbow and shoulder.‬
‭➢‬ ‭Biceps brachii – flexion of the elbow and shoulder.‬
‭➢‬ ‭Brachio-radialis – flexion of the elbow.‬
‭Muscles relationships (agonist, antagonist)‬
‭ uscles that work like this are called antagonistic pairs. In an antagonistic muscle pair,‬
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‭as one muscle contracts, the other muscle relaxes or lengthens.‬‭The muscle that is‬
‭contracting is called the agonist and the muscle that is relaxing or lengthening is called‬
‭the antagonist.‬
‭Types of muscles contraction (concentric, eccentric, isometric)‬
‭ ypes of Muscle Contraction:‬‭An isotonic concentric‬‭contraction results in the muscle‬
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‭shortening, an isotonic eccentric contraction results in the muscle lengthening.‬‭During an‬
‭isometric contraction the muscle is under tension but neither shortens or lengthens.‬

‭Respiratory system‬
‭Respiratory system‬
‭ he respiratory system takes up oxygen from the air we breathe and expels the unwanted‬
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‭carbon dioxide. The main organ of the respiratory system is the lungs. Other respiratory‬
‭organs include the nose, the trachea and the breathing muscles (‬‭the diaphragm and the‬
‭intercostal muscles).‬
‭Structure of the respiratory system:‬
‭ he respiratory system consists of the following organs: nasal cavity, pharynx, larynx,‬
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‭trachea, bronchi, bronchioles, and alveoli. These organs combine to allow gas exchange‬
‭to occur between the lungs and the circulatory system.‬
‭ he nasal cavity is where air travels through and is warmed, while the small hairs in the‬
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‭cavity remove any small particles, such as dust or bugs.‬
‭ he pharynx is where the nasal cavity and the oral cavity combine and allows for the‬
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‭movement of both air, food and liquid‬‭(the epiglottis‬‭is used to close off the air way when‬
‭swallowing).‬
‭The larynx, also known as the voice box, is used to make sound and to talk.‬
‭ he trachea is the main air pipe that brings air down to the lungs. The trachea then spits‬
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‭into two main bronchi or bronchial, which continue to branch down to bronchioles. These‬
‭bronchioles then bring the air to the alveoli which have a very large porous surface‬‭(it‬
‭has pores or holes in it for the exchange of gas)‬‭,‬‭which are lined with fluid. Each alveoli‬
‭is surrounded by a mesh of capillaries to allow for gas exchange into the circulatory‬
‭system.‬
‭Function of the respiratory system:‬
‭ he function of the respiratory system is to allow us to breath and promote gas exchange‬
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‭with the circulatory system. This is achieved by having a large surface area to value ratio‬
‭caused by the alveoli. This large surface area allows for a large area where gas can be‬
‭exchanged. During gas exchange oxygen is transferred to the circulatory system, while‬
‭carbon-dioxide is removed.‬
‭ he respiratory system will increase the depth of breath in response to physical activity.‬
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‭This increases the number of alveoli being used for gas exchange and, therefore,‬
‭increases the amount of oxygen transferred to the blood and carbon-dioxide removed.‬
‭ he respiratory system will also increase the breathing rate allowing for a faster change‬
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‭of gas inside the lungs, which increases the amount of gas exchange per minute allowing‬
‭for higher delivery of oxygen to the working muscle. This improves movement efficiency‬
‭of the muscles.‬
‭Lunch function (inspiration, expiration)‬
‭ ung function is to enable respiration, which is the transfer of cases between the blood‬
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‭and your lungs‬‭. In order to achieve this your lungs‬‭must use inspiration and expiration.‬
‭For inspiration‬‭(inhale)‬‭to occur, many muscles are‬‭contracted, such as the diaphragm,‬
‭intercostals, and pectorals, causing a decrease in air pressure within the lungs. This then‬
‭forces air from the atmosphere to move into the lungs to balance the pressure.‬‭As the air‬
‭comes into the body it is warmed by the blood vessels close to the surface in the‬
‭respiratory system and moistened by the mucus lining the walls.‬‭This helps to increase‬
‭gas exchange and makes breathing more comfortable.‬
‭ nother aspect of lung function is expiration (exhale).‬‭Expiration requires that the body‬
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‭increases the pressure in the lungs in order to push air out of the lungs, although‬
‭complete emptying of the lungs does not happen as this would cause a suction to occur,‬
‭which would make it difficult to inspire again.‬‭The‬‭trachea, bronchi and bronchioles are‬
‭also kept open by cartilage to ensure the airway does not close, but remains open to make‬
‭breathing easier.‬‭Expiration is achieved through the‬‭elastic properties of the lungs and‬
‭thoracic cage, as well as contraction of the intercostal muscles. This increases the air‬
‭pressure in the lungs pushing the air out into the atmosphere.‬
‭ uring exercise or physical activity, the lung function is to increase the respiratory rate‬
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‭in order to increase the volume of air moving in and out of the lungs per minute.‬‭The‬
‭volume of air inspired and expired also increases in response to physical activity in order‬
‭to increase the oxygen absorbed through the alveoli and carbon-dioxide expelled from the‬
‭body.‬
‭ he video below talks more about lung function and respiration and the various‬
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‭processes that occur during inspiration and expiration. It also provides a nice visual of‬
‭the lungs inflating and deflating during the respiratory process. This should provide you‬
‭with a deeper understanding of lung function.‬