THE FLIPPED SYLLABUS There is something a little different with this syllabus. You will notice that the Students Learn About and Students Learn To are swapped. The Learn To column is generally where the HSC questions come from so this flipped syllabus is designed to have you look at the syllabus in a constructive way. It is simple but effective. STEP ONE: Read the learn to (potential question) STEP TWO: Read the learn about (information you need to know and include in your answer) STEP THREE: blank column is where you write your study notes (keeping in mind the potential question and information you must include in order to answer it successfully) NB: Look at the glossary of key terms used in the Learn To section. The higher the order of thinking is the more info you will need 1. How are sports injuries classified and managed? Students Learn To: identify specific examples of injuries that reflect each of the classifications Students Learn About: ways to classify sports injuries direct and indirect soft and hard tissue overuse NOTES manage soft tissue injuries: RICER (Rest, Ice, Compression, Elevation, Referral) immediate treatment of skin injuries soft tissue injuries tears, sprains, contusions skin abrasions, lacerations, blisters inflammatory response
manage hard hard tissue injuries tissue injuries fractures assessment for dislocation medical attention immobilisation perform assessment procedures to determine the nature and extent of injury in simulated scenarios. assessment of injuries - TOTAPS (Talk, Observe, Touch, Active and Passive movement, Skills test).
2. How does sports medicine address the demands of specific athletes? Students Learn To: Students Learn About Notes analyse the implications of each of these considerations for the ways young people engage in children and young athletes medical conditions (asthma, diabetes, epilepsy) overuse injuries sport and how each (stress fractures) is managed. thermoregulation appropriateness of resistance training explain the sports participation options available for aged people with medical conditions adult and aged athletes heart conditions fractures/bone density flexibility/joint mobility
assess the degree to which iron deficiency and bone density affect participation in sport. female athletes eating disorders iron deficiency bone density pregnancy.
3. What role do preventative actions play in enhancing the wellbeing of the athlete? Students Learn To: Students Learn About Notes analyse different physical preparation sports in order to determine priority pre-screening skill and technique preventative physical fitness strategies and how warm up, stretching adequate and cool down preparation may prevent injuries
critically analyse sports policies, rules and equipment to determine the degree to which they promote safe participation, eg heat rules, rugby union scrum rules sports policy and the sports environment rules of sports and activities modified rules for children matching of opponents, eg growth and development, skill level use of protective equipment safe grounds, equipment and facilities
evaluate strategies an athlete could employ to support the body s temperature regulation mechanisms analyse the impact of climatic conditions on safe sports participation environmental considerations temperature regulation (convection, radiation, conduction, evaporation) climatic conditions (temperature, humidity, wind, rain, altitude, pollution) guidelines for fluid intake acclimatisation
demonstrate taping and bandaging techniques, including taping the ankle, wrist and thumb HSC Option 3: Sports Medicine evaluate the role taping plays in both the prevention and treatment of injury. taping and bandaging preventative taping taping for isolation of injury bandaging for immediate treatment of injury.
4. How does the acquisition of skill affect performance? Students Learn To: Students Learn About Notes examine and justify rehabilitation rehabilitation procedures used for a range of specific injuries, eg hamstring tear, shoulder dislocation procedures progressive mobilisation graduated exercise (stretching, conditioning, total body fitness) training use of heat and cold
research and evaluate skill and other physical tests that could be used to indicate readiness to return to play critically examine policies and procedures that regulate the timing of return to play, considering questions such as: why aren t such policies applied to all sports? who should have ultimate responsibility for deciding if an athlete returns to competition? should athletes be allowed to use painkillers in order to compete when injured? return to play indicators of readiness for return to play (pain free, degree of mobility) monitoring progress (pre-test and posttest) psychological readiness specific warm-up procedures return to play policies and procedures ethical considerations, eg pressure to participate, use of painkillers.
Extra notes: HSC Option 3: Sports Medicine