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available

Peak Performancefor NSW Stage 6 PDHPE + CDDarryl Buchanan, Donna O’Connor, Jo McLean, Karen Ingram

This comprehensive two-book series is designed for the current Stage 6 PDHPE syllabus.

It addresses the syllabus by focus question, dot-and-dash point, providing students with a systematic and thorough coverage of the two courses.

• information and data to support the study of this popular course

• HSC-style questioning throughout• a useful review section after each

chapter.

Interactive Books

• an interactive digital text (PDF format) that can be customised by teachers or students

• video clips showing movement applications.

The CD packaged with each book provides:

Video clip from Interactive Book

Features:

Preliminary Core 1 Better health for individuals1. Health and individuals2. Influences on the health of individuals3. Strategies for promoting health

Preliminary Core 2 The body in motion4. Musculoskeletal and cardiorespiratory

systems5. Physical fitness, training and movement6. Biomechanical principles and movement

Preliminary Options 7. First aid8. Composition and performance9. Fitness choices10. Outdoor recreation

$76.99

HSC Core 1 Health priorities in Australia 1. Identifying priority issues for Australia’s

health 2. Priority issues for Australia’s health 3. The role of health care in achieving

better health 4. Addressing Australia’s health priorities

HSC Core 2 Factors affecting performance 5. Training and performance 6. Psychology and performance 7. Nutrition, recovery strategies and

performance 8. Skill acquisition and performance

HSC Options9. The health of young people 10. Sport and physical activity in Australian

society 11. Sports medicine 12. Improving performance 13. Equity and health

$78.99

ContentsContents

Jump into PDHPE + CDThird editionMichelle Nemec, Darryl Buchanan, Andrew Watt, Ben Dawe

The complete syllabus package for NSW

The third edition of Jump into PDHPE offers a student-centered coverage of the syllabus.

The content, activities and design are up-to-date, relevant and appealing to students.

Both essential and additional content is covered through a thematic approach. Each chapter includes the latest information and data relevant to the issues raised by the syllabus, and presents meaningful learning experiences.

• syllabus outcomes listed at the start of each chapter

• ‘Understand and Apply’ questions that cater for a wide range of learning styles

• ‘Your say’ questions that focus on issues impacting on young people

• engaging stimulus material that draws on real-life contexts for PDHPE

• end-of-chapter review questions, project work, literacy and ICT activities.

Student CDsThe student CDs contain the full text as a PDF file.

Features:

Third edition

Michelle NemecDarryl Buchanan

Andrew WattBen Dawe

intointointointointointointointointointointo

Minimum system requirements: Windows™ XP ® or Mac OSX.

Open ReadMe fi le for conditions and instructions for use.

ISBN 978 1 4202 2875 5

© M. Nemec, D. Buchanan, A. Watt, B. Dawe 1999, 2003, 2008

Unauthorised copying is prohibited.

CMYK

Jump into 2 CD label .indd 1 27/8/08 12:19:19 PM

Third edition

Michelle NemecDarryl Buchanan

Andrew WattBen Dawe

intointointointointointointointointointointo

Minimum system requirements: Windows™ XP ® or Mac OSX.

Open ReadMe fi le for conditions and instructions for use.

ISBN 978 1 4202 2874 8

© M. Nemec, D. Buchanan, A. Watt, B. Dawe 1999, 2003, 2008

Unauthorised copying is prohibited.

CMYK

Teacher Bookalso available.

Third edition

Michelle NemecDarryl BuchananAndrew Watt

Ben Dawe

intointointointointointointointointointointo

Minimum system requirements: Windows™ XP ® or Mac OSX.Open ReadMe fi le for conditions and instructions for use.

ISBN 978 1 4202 2874 8© M. Nemec, D. Buchanan, A. Watt, B. Dawe 1999, 2003, 2008 Unauthorised copying is prohibited.

CMYK

1. Growing and changing2. Fit for life3. Dimensions of health4. Healthy relationships5. Movement skills6. Recognising risks7. Moving experiences8. Water skills and games9. Lifelong physical activity10. Movement machine11. Adolescence and change12. Managing relationships13. Drug use14. Applied movement skills15. Healthy food habits16. Active lifestyle

$72.99

Third edition

Michelle NemecDarryl BuchananAndrew Watt

Ben Dawe

intointointointointointointointointointointo

Minimum system requirements: Windows™ XP ® or Mac OSX.Open ReadMe fi le for conditions and instructions for use.

ISBN 978 1 4202 2875 5© M. Nemec, D. Buchanan, A. Watt, B. Dawe 1999, 2003, 2008 Unauthorised copying is prohibited.

CMYK

Jump into 2 CD label .indd 1

27/8/08 12:19:19 PM

1. Active lifestyles2. Health consumers3. The winning edge4. Movement skills5. Building relationships6. Protective strategies7. The skilled performer8. Handling challenges9. Swimming with safety10. People power11. Risky business12. Taking action13. Improvising movement14. Staying active

$72.99

New Challenges Health and Personal DevelopmentTeacher Resource Book + CDDeanna Stone

New Challenges is a flexible, comprehensive teacher resource intended to support Health, Personal Development, Wellbeing and Pastoral Care courses in middle-secondary.

Seventy units of material are divided into five parts. These units focus on areas relevant to students’ growth and development during the adolescent years and beyond.Important themes covered include personal identity, relationships, friendships, risk taking, personal and community health and much more!New Challenges is photocopiable, allowing you to distribute material selectively according to the needs of your classrooms. It contains classroom activities proven to engage students successfully in challenging discussion, individual reflection and teamwork.

Part 1. New directionsPart 2. New relationshipsPart 3. Challenge, risk and safetyPart 4. Healthy livingPart 5. Promoting health

$136.99

Students, teachers, tutors and parents will find

the practical approach of this book an essential support to HSC PDHPE.

Move through the syllabus with confidence

Part 3 Enhancing participation and performance12. Promoting active lifestyles13. Coaching14. Enhancing performance15. Technology, participation and performance16. Event management

$70.99

Part 1 Foundations of physical activity1. Body systems and energy for physical activity2. Physical activity for health3. Physical fitness4. Fundamentals of movement skill development5. Nutrition and physical activity6. Participating with safety

Part 2 Physical activity and sport in society7. Australia’s sporting identity 8. Lifestyle, leisure and recreation9. Physical activity and sport for specific groups 10. Opportunities and pathways in physical activity and sport11. Issues in physical activity and sport: Commercialisation

Contents

CMYK

Minimum system requirements: Windows™ XP® or Mac OS X and Adobe Reader 6.0 or above.

Open ReadMe f le for conditions and instructions for use.

ISBN 978 1 4202 2868 7© 2008 Macmillan Education Australia

Unauthorised copying is prohibited.

Deborah ClarkeDarryl BuchananTracey KeltyNicki BrakeDavid LubansScott Frazier

Moveinto

Move into Pass + CD Physical Activity and Sports StudiesDeborah Clarke, Darryl Buchanan, Tracey Kelty, Nicki Brake, David Lubans, Scott Frazier

This comprehensive text provides a wealth of information for students undertaking 100- or 200-hour Physical Activity and Sports Courses.

Written in a clear, well illustrated dot-point progression, students and teachers will find every module in the syllabus has been covered in an engaging and practical manner.

• a range of learning experiences to appeal to different types of learners

• specific activities to foster ICT use• ‘Hotspot’ activities to extend students

with higher-order thinking• ‘Key words’ are the basis of a cloze

passage exercise • engaging sports, athletics, science

and history case studies• comprehensive chapter reviews• a full glossary.

Student CDThe accompanying student CD contains a PDF file of the text.

122 Macquarie Revision Guides: HSC Personal Development, Health and Physical Education

123

Chapter 3 The Health of Young People

HSC-style practice examination questions

HSC-style practice exam

questions C

ore Topic 3 The Health of Young People

Sexual assault

Sexual assault usually involves a male imposing

power over a female but can sometimes involve a

female taking sexual advantage of a male (or someone

of the same sex taking sexual advantage of another).

Many cases go unreported due to feelings of guilt and

shame imposed by the offender.

Sexual harassment

There is a continuum of sexual harassment behaviour

that ranges from name-calling and sexual remarks

through to obscene telephone calls and criminal

offences such as sexual assault.

Homophobic vilification

This is aggressive behaviour aimed at males who are

homosexual, usually by groups of young males who

have an intense hatred of homosexuals. It usually

involves a physical attack against the person.

Domestic abuse

Domestic abuse includes physical, sexual and

emotional abuse and neglect of young people. It

may mean that adults have unrealistic or distorted

perceptions of the young person and, unless help is

provided, the level of abuse escalates, with the worst

cases resulting in death. Domestic abuse has long-

term effects for the victim that may make it difficult

for them to have a positive attitude towards their own

body, other people and the world in general.

test yourself

1 Outline three health promotion campaigns

targeting the health of young people.

2 Explain the types of violence that can impact on

the health of young people.

3 Discuss how substance abuse health issues can

influence other health issues.

Road safetyObtaining a driver’s licence is an important occasion.

Driving is associated with freedom, independence

and enjoyment by young people. A young person may

start driving a car that is not in good condition and

they may indulge in risk-taking behaviour, such as

not driving according to the conditions. These can put

young people at risk on the roads. Poor scanning and

hazard perception skills, combined with peer pressure

and a low level of driving skill, can result in young

people being injured either as a driver or passenger.

Male passengers in motor vehicles are at greater

risk than female passengers, who tend to be more

responsible. Young passengers under the influence

of drugs, or who do not follow basic road safety rules,

are also at risk of injury or death. Negative risk taking

involves behaviour that may have a negative impact

on health, e.g. racing a red light, speeding or unsafe

overtaking.

The general nature of risk taking associated with

young people and road related injuries involves four

key factors:

A speeding

A drink driving and drug use

A driver fatigue

A occupant restraint.

key terms

alcohol dependence: alcohol use that affects the ability

to function on an everyday basis.

non-communicable disease: non-infectious diseases,

including congenital, hereditary disorders and chronic

diseases caused by lifestyle factors, such as tobacco use,

unhealthy diet and low physical activity. This is the

leading cause of death and disability worldwide and

includes cardiovascular disease, cancer and diabetes.

The nature and extent of road safety

Since 1996, transport fatality rates involving young

people have shown little change. Loss of lives on the

roads is the single greatest cause of mortality and

injury in young people. Young drivers aged under

26 years make up 16% of licence holders but 30% of

road fatalities. This disproportionate representation

of young people in the statistics is cause for ongoing

concern. Over time more and more disincentives,

changes to legislation and health promotion strategies

have been implemented.

Staying safe is a major issue for young people,

particularly young men, who have a high rate of

injury. Transport accidents account for the highest

rates of hospitalisation among young people. Males

have higher rates of hospitalisations compared to

females due to transport accidents (three times as

many), whereas young women have higher rates for

intentional self-harm, and for assault for Indigenous

females as shown in figure 3.7. The impact can be

seen in that 17 year-old licence holders are four times

more likely to crash than drivers aged 26 years or over.

P-plate drivers are six times more likely to be involved

in a fatal crash between 10 pm and 5 am.

HSC-style questions

20 marks – allow about 35 minutes for this section.

1 (a) Describe how skills and actions could be applied to minimise the risk of harm from road use. (4 marks)

(b) Discuss how the management of developmental aspects establishes good health. (4 marks)

2 Evaluate the role of individuals who work with young people in promoting health. (12 marks)

Suggested answer

1 (a) Describe how personal and protective factors could be applied to minimise the risk of harm from road

use. (4 marks) See 3.2.5

n Skills and actions could be applied individually, with peers, and through legislation and health

promotion campaigns.

n A young person could apply messages about the risks associated with speeding, drink driving, driver

fatigue and occupant restraint by planning adequately for long trips by using rest stations, having

regular breaks from driving, travelling with another driver (so that the driving is shared), having

adequate sleep before driving, driving according to the conditions and driving according to the

driver’s ability level.

n When travelling with peers, a young person could encourage positive peer behaviour and looking

out for each other. Examples include the Designated Driver program, not drinking and driving or

applying social problem-solving and coping skills if there is a problem. This would also mean not

engaging in risk behaviour such as speeding, playing loud music or eating, using a mobile telephone

or doing anything while driving that would reduce concentration.

n Another approach is to develop support networks to minimise harm, for example, establishing a

group who take turns to drive, using co-navigation skills, and utilising information and services

available from the RTA. This would involve applying health literacy and accessing skills to obtain the

necessary information.

n Responding to health promotion campaigns, for example, television advertisements for the Graduated

Licensing Scheme, by ensuring that adequate driving experience is gained in a variety of conditions

and at varying times of the day.

n Understanding the importance of and following legislation, for example, bike helmets when cycling,

seatbelt wearing, speed limits, giving way to buses and staying in the left lane unless overtaking.

(b) Discuss how the management of developmental aspects establishes good health. (4 marks) See 3.1.2,

3.2.2, 3.3.1–3.3.9

n The management of developmental aspects contributes significantly to good health. It can influence

self-esteem, a perceived ability to cope, the quality of relationships and participation in health

behaviour. All these factors can enhance health.

n A young person can achieve a positive attitude to the future and feel connected to the community

or groups of people when they have established an education, training or career pathway. This

can give a young person a sense of purpose and enable them to set realistic and achievable goals.

Features:

Students, teachers, tutors and parents will find

the practical approach of this book an essential support to HSC PDHPE.

The highly regarded Macquarie Revision Guide for HSC PDHPE addresses the current Stage 6 syllabus.Students, teachers, tutors and parents will find the practical approach an essential support to HSC PDHPE.

Features:

Macquarie Revision Guides HSC PDHPE Second editionMichelle Nemec, Darryl Buchanan

Part 3 Enhancing participation and performance12. Promoting active lifestyles13. Coaching14. Enhancing performance15. Technology, participation and performance16. Event management

$70.99

Core 1 Health Priorities in Australia1. How are priority areas for Australia’s health

identified?2. What are the priority issues for improving

Australia’s health?3. What role do health care facilities and

services play in achieving better health for all Australians?

4. What actions are needed to address Australia’s health priorities?

Core 2 Factors Affecting Performance5. How does training affect performance?6. How can psychology affect performance?7. How can nutrition and recovery affect

performance?8. How does the acquisition of skill

affect performance?

Options9. The Health of Young People10. Sports Medicine11. Improving Performance

$40.99

Contents

CMYK

Minimum system requirements: Windows™ XP® or Mac OS X and Adobe Reader 6.0 or above.

Open ReadMe f le for conditions and instructions for use.

ISBN 978 1 4202 2868 7© 2008 Macmillan Education Australia

Unauthorised copying is prohibited.

Deborah ClarkeDarryl BuchananTracey KeltyNicki BrakeDavid LubansScott Frazier

Moveinto

• a complete review of HSC cores 1 and 2 and the most popular options

• visual aids to learning and memory• concise key term definitions• progressive ‘Test Yourself’ questions within

each chapter• HSC-style practice exam questions at the end

of each chapter• two complete HSC-style practice exams with

suggested answers.

eBook available at: www.macmillandigital.com.au

122 Macquarie Revision Guides: HSC Personal Development, Health and Physical Education

123

Chapter 3 The Health of Young People

HSC-style practice examination questions

HSC-style practice exam

questions C

ore Topic 3 The Health of Young People

Sexual assault

Sexual assault usually involves a male imposing

power over a female but can sometimes involve a

female taking sexual advantage of a male (or someone

of the same sex taking sexual advantage of another).

Many cases go unreported due to feelings of guilt and

shame imposed by the offender.

Sexual harassment

There is a continuum of sexual harassment behaviour

that ranges from name-calling and sexual remarks

through to obscene telephone calls and criminal

offences such as sexual assault.

Homophobic vilification

This is aggressive behaviour aimed at males who are

homosexual, usually by groups of young males who

have an intense hatred of homosexuals. It usually

involves a physical attack against the person.

Domestic abuse

Domestic abuse includes physical, sexual and

emotional abuse and neglect of young people. It

may mean that adults have unrealistic or distorted

perceptions of the young person and, unless help is

provided, the level of abuse escalates, with the worst

cases resulting in death. Domestic abuse has long-

term effects for the victim that may make it difficult

for them to have a positive attitude towards their own

body, other people and the world in general.

test yourself

1 Outline three health promotion campaigns

targeting the health of young people.

2 Explain the types of violence that can impact on

the health of young people.

3 Discuss how substance abuse health issues can

influence other health issues.

Road safetyObtaining a driver’s licence is an important occasion.

Driving is associated with freedom, independence

and enjoyment by young people. A young person may

start driving a car that is not in good condition and

they may indulge in risk-taking behaviour, such as

not driving according to the conditions. These can put

young people at risk on the roads. Poor scanning and

hazard perception skills, combined with peer pressure

and a low level of driving skill, can result in young

people being injured either as a driver or passenger.

Male passengers in motor vehicles are at greater

risk than female passengers, who tend to be more

responsible. Young passengers under the influence

of drugs, or who do not follow basic road safety rules,

are also at risk of injury or death. Negative risk taking

involves behaviour that may have a negative impact

on health, e.g. racing a red light, speeding or unsafe

overtaking.

The general nature of risk taking associated with

young people and road related injuries involves four

key factors:

A speeding

A drink driving and drug use

A driver fatigue

A occupant restraint.

key terms

alcohol dependence: alcohol use that affects the ability

to function on an everyday basis.

non-communicable disease: non-infectious diseases,

including congenital, hereditary disorders and chronic

diseases caused by lifestyle factors, such as tobacco use,

unhealthy diet and low physical activity. This is the

leading cause of death and disability worldwide and

includes cardiovascular disease, cancer and diabetes.

The nature and extent of road safety

Since 1996, transport fatality rates involving young

people have shown little change. Loss of lives on the

roads is the single greatest cause of mortality and

injury in young people. Young drivers aged under

26 years make up 16% of licence holders but 30% of

road fatalities. This disproportionate representation

of young people in the statistics is cause for ongoing

concern. Over time more and more disincentives,

changes to legislation and health promotion strategies

have been implemented.

Staying safe is a major issue for young people,

particularly young men, who have a high rate of

injury. Transport accidents account for the highest

rates of hospitalisation among young people. Males

have higher rates of hospitalisations compared to

females due to transport accidents (three times as

many), whereas young women have higher rates for

intentional self-harm, and for assault for Indigenous

females as shown in figure 3.7. The impact can be

seen in that 17 year-old licence holders are four times

more likely to crash than drivers aged 26 years or over.

P-plate drivers are six times more likely to be involved

in a fatal crash between 10 pm and 5 am.

HSC-style questions

20 marks – allow about 35 minutes for this section.

1 (a) Describe how skills and actions could be applied to minimise the risk of harm from road use. (4 marks)

(b) Discuss how the management of developmental aspects establishes good health. (4 marks)

2 Evaluate the role of individuals who work with young people in promoting health. (12 marks)

Suggested answer

1 (a) Describe how personal and protective factors could be applied to minimise the risk of harm from road

use. (4 marks) See 3.2.5

n Skills and actions could be applied individually, with peers, and through legislation and health

promotion campaigns.

n A young person could apply messages about the risks associated with speeding, drink driving, driver

fatigue and occupant restraint by planning adequately for long trips by using rest stations, having

regular breaks from driving, travelling with another driver (so that the driving is shared), having

adequate sleep before driving, driving according to the conditions and driving according to the

driver’s ability level.

n When travelling with peers, a young person could encourage positive peer behaviour and looking

out for each other. Examples include the Designated Driver program, not drinking and driving or

applying social problem-solving and coping skills if there is a problem. This would also mean not

engaging in risk behaviour such as speeding, playing loud music or eating, using a mobile telephone

or doing anything while driving that would reduce concentration.

n Another approach is to develop support networks to minimise harm, for example, establishing a

group who take turns to drive, using co-navigation skills, and utilising information and services

available from the RTA. This would involve applying health literacy and accessing skills to obtain the

necessary information.

n Responding to health promotion campaigns, for example, television advertisements for the Graduated

Licensing Scheme, by ensuring that adequate driving experience is gained in a variety of conditions

and at varying times of the day.

n Understanding the importance of and following legislation, for example, bike helmets when cycling,

seatbelt wearing, speed limits, giving way to buses and staying in the left lane unless overtaking.

(b) Discuss how the management of developmental aspects establishes good health. (4 marks) See 3.1.2,

3.2.2, 3.3.1–3.3.9

n The management of developmental aspects contributes significantly to good health. It can influence

self-esteem, a perceived ability to cope, the quality of relationships and participation in health

behaviour. All these factors can enhance health.

n A young person can achieve a positive attitude to the future and feel connected to the community

or groups of people when they have established an education, training or career pathway. This

can give a young person a sense of purpose and enable them to set realistic and achievable goals.

Website SupportSelf-marking multiple-choice questions are available on the Macmillan website:www.macmillan.com.au/revision

eBookalso

available

INSPECT ORDER TITLE ISBN PRICE (inc. GST)

Jump into PDHPE Book 1 Third edition + CD 9781420228748 $72.99

Jump into PDHPE Book 2 Third edition + CD 9781420228755 $72.99

Jump into PDHPE Teacher Book Third edition 9781420228946 $229.99

Macquarie Revision Guides: HSC PDHPE Second edition 9781420230185 $40.99

Move into PASS + CD 9781420228687 $70.99

New Challenges: Health and Personal Development TRB + CD 9781420230611 $136.99

Peak Performance 1: Preliminary PDHPE + CD 9781420228816 $76.99

Peak Performance 2: HSC PDHPE + CD 9781420228823 $78.99

Sports Science for Australian Schools + CD 9781420228809 $55.99

Thinking Skills for Peak Performance: Student workbook 9781420229356 $32.99

Thinking Skills for Peak Performance: Coach’s manual 9781420229363 $79.99

Firm orders may also be placed with your usual educational bookseller. In case of difficulty contact Macmillan Education Australia in your state, enclosing a cheque for the full amount. Obligation-free copies of the textbooks are available on 30 days approval to schools. Inspection copies will be invoiced when supplied. They may be returned within 30 days if found to be unsuitable or paid for or retained free of charge for teacher’s personal use if more than 12 copies of the book will be ordered by your school. Prices listed are recommended prices only and are subject to change. The prices in this brochure are GST inclusive. Orders will incur a $12.00 postage and handling fee. Postage and handling fee subject to change. Macmillan is committed to protecting your privacy. By supplying your email address, you give Macmillan permission to contact you by email about Macmillan products and services. Macmillan will only use the information provided by you for the intended purpose.

A.B.N. 49 005 024 313

Price List / Order Form

HEAD OFFICELocked Bag 1Prahran, VIC 3181Ph: (03) 9825 1025Fax: (03) 9825 1010

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Thinking Skills for Peak PerformanceUnleash your potential!

Sports Science for Australian Schools + CD

Deb Clarke, Darryl Buchanan, Scott Frazier, David Lubans, Tracy Kelty, Nicki Brake

This comprehensive text is written for students undertaking Sports Science or Physical Education studies in years 9 and 10.

This clear, well-illustrated progression provides an engaging and practical presentation of key topics.

Catherine Brandon, Clare Ivens

This timely program assists students to learn Performance Psychology techniques (or thinking skills) used by many top athletes.

Student workbookThe workbook enhances students’ ability to deliver peak performances over 10 structured lessons.

Coach’s manualThe step-by-step manual has everything required to implement the program.

Macmillan Ref: S210

orders@macmillan.com.au • Fax: 1300 135 103 • www.macmillan.com.au/secondary

For all enquiries call Customer Service on 1300 135 113

Years 9 and 10