NSW INDEPENDENT TRIAL EXAMS – 2016

PDHPE PRELIMINARY YR 11 EXAMINATION

MARKING GUIDELINES

Section I – Part A

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

Please note as explanation: Question 15 is a higher performance band multi-choice question:

–ie there are 3 variables involved in the graph data,
but there is NOT enough comparative statistical data for choices B, C & D to give a valid response
–because each only discusses two of the three variables.

Section I – Part B

Question 16(a)
Criteria Marks
 Sketches in general terms the impact of the media, peers and family on a young person’s
health 3
 Communicates ideas and information using relevant examples
 Sketches in general terms the impact of the media, peers and family on a young person’s
2
health
 Provides some relevant information about the impact of the media, peers and family on a
1
young person’s health
Syllabus area(s):
 Perceptions of health:
- Impact of the media, family and peers

Answer points:
 The media, family and peers all exert a strong influence on the ideas that people form about what is
good health and the value they place upon various aspects of health.
 The media plays a significant role in developing the health literacy skills of young people, whether that
be through news stories about alcohol fuelled violence, or advertisements about skin cancer. The media
helps to not only raise awareness, but to increase understanding about the health issues.
 Our peers are the group most likely to influence our ideas, promote health behaviours and provide
support. When group members share similar ideas about what good health means and place comparable
value on the importance of good health, it is easier for the individual to behave in ways that will
enhance their health and wellbeing. For example, when young people recognise that the involvement in
team sports is good for our physical health as well as a great opportunity to make social connections,
young people are more likely to engage in these positive health behaviours.
 The family has a significant influence in the lives of most young people. The ideas they communicate
about what health means and the values they convey about the importance of good health have a strong
effect on the perceptions that we develop. For example, a belief that healthy food intake is important for
good health is likely to see parents encourage their children to eat foods that follow the guide to healthy
eating and they will support this belief by providing healthy meals and snacks for their children. The
values and attitudes instilled in us by our parents play an important part in the development of our own
perceptions of health.

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Question 16(b)
Criteria Marks
 Clearly describes how an individual’s meaning of health changes as a person ages
4
 Provides clear examples of different perceptions of health at different ages
 Outlines how an individual’s perception of health may change as a person ages 2−3
 Identifies how perception of health changes at different ages
OR 1
 Provides relevant information relating to the perceptions of health
Syllabus area(s):
 Meanings of health:
- How health changes over time

Answer points:
 An individual’s meaning of health will change as they age. How they see their health will be a product
of their varying experiences along with their personality, values and attitudes.
 During childhood, health is not taken as a priority and in general is not really considered. It is often
taken for granted. As individuals get older into adolescence a positive body image is important and the
physical factors affecting health are predominant (body image).
 Some individuals during adolescence have a sense of impunity and engage in risk-taking behaviours,
but most young people start to make their own decisions regarding their health and perceive the benefits
of health-promoting behaviours.
 As individuals age, perceptions of health change as health becomes more valued and greater
preventative strategies and screening procedures start to occur, individuals don’t take their health for
granted but actively look at ways to achieve better health.
 Discussion of ‘meaning of health’ during pregnancy –eg diet, exercise, lack of alcohol & drugs
(including tobacco/cigarette smoking)
 Discussion of ‘meaning of health’ for the aged –eg ‘gentler’ exercise –more leisure time available
 Discussion re as a person ages, the following are evident: (i) presbyopia –ie lack of eye focusing / need
for wearing glasses, etc –normally in the 40s age group (ii) female menopause –normally in the 50s age
group (iii) osteoarthritis –normally in the 60s age group –all these health factors change a person’s
perception of health as getting older

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Question 17(a)
Criteria Marks
 Sketches in general terms a strategy that applies the principle of equity to improve the
3
health of individuals
 Identifies the key features of a strategy that applies the principle of equity to improve the
health of individuals
2
OR
 Sketches equity with links to a strategy that improves the health of individuals
 Provides some relevant information about equity OR the health of individuals 1
Syllabus area(s):
 Principles of social justice:
- Equity

Answer points:
 Equity is the allocation of resources according to need in order to reduce health inequities.
 Medicare is a strategy established by the Commonwealth Government which applies the principle of
equity. Taxpayers pay 2% of their gross salary towards the running costs of Medicare. This means that
individuals who earn less, pay less, for the service. Additionally, non-tax payers such as the unemployed
and pensioners do not pay.
 Schemes within Medicare such as the Pharmaceutical Benefits Scheme and the Medicare Safety Net
also assist individuals with limited resources and low incomes to access affordable health care.

Question 17(b)
Criteria Marks
 Clearly explains how developing personal skills and strengthening community action can
contribute to positive health outcomes 5
 Provides an example for each area to support answer
 Explains aspects of how developing personal skills and strengthening community action
can contribute to positive health outcomes
OR
3–4
 Describes developing personal skills and strengthening community action with links to a
positive health outcome
 Provides an example
 Provides some relevant information about developing personal skills and/or strengthening
1–2
community action
Syllabus area(s):
 The Ottawa Charter as an effective health promotion framework:
- Developing personal skills
- Strengthening community action

Answer points:
 Developing personal skills is the provision of information, heath education and the enhancement of life
skills for the personal and social development of the individual. It aims to enhance health by giving
individuals the power to take control over their health by developing a range of life skills such as
decision-making, problem-solving, communication and goal-setting. Mandatory health education in
Years 7 to 10 in NSW secondary schools aims to develop these skills in relation to a range of adolescent
health issues such as drug use and road safety.
 Strengthening community action is the empowerment of communities to recognise and initiate
strategies to address health concerns specific to the community. It aims to enhance health by giving
communities ownership over identified health issues so that they can take action to remediate them.
Ownership gives a community a greater chance of successfully redressing a health issue. Examples
include driver reviver stations in rural communities to address fatigue and responsible alcohol use
programs in Indigenous communities to address drug use.
 Discussion of Ottawa Charter for Health Promotion

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Question 18(a)
Criteria Marks
 Correctly provides all 6 responses –with reasons where applicable 6
 Correctly provides 5 responses –with reasons where applicable 5
 Correctly provides 4 responses –with reasons where applicable 4
 Correctly provides 3 responses –with reasons where applicable 3
 Correctly provides 2 responses –with reasons where applicable 2
 Correctly provides one response –with reason if applicable 1
Answer may include:
Two bones any 2 of: humerus, radius, ulna
Type of flexion –decreases joint angle
joint
movement
Type of hinge –bones can only move along one axis / flex & extend
synovial
joint
Agonist biceps –contracts
muscles
Antagonist triceps –relaxes
muscles
Type of isotonic OR concentric / eccentric –muscle groups shorten & lengthen
muscle
contraction

Question 18(b)
Criteria Marks
 Demonstrates an understanding of the benefits of fitness testing
 Presents ideas in a clear and logical way 3
 Provides relevant examples
 Sketches in general terms some understanding of the benefits of fitness testing
2
 Provides some examples
 Provides some relevant information about the benefits of fitness testing 1
Syllabus area(s):
 Skill related components of physical fitness:
- Power
- Speed
- Agility
- Coordination
- Balance
- Reaction time
 Students learn to think critically about the purpose and benefits of testing physical fitness
Answer points:
 The answer should address most of the points below, providing examples for many. For example, a
benefit is to provide incentives. If cardiorespiratory improvement is an aim, then continual testing with
the Multistage Fitness Test (‘Beep’ test) OR use of heart rate monitors with recorded results data -may
provide evidence of improvement and the incentive to keep working on this component.
 Additional points to address include:
o To predict future performance
o Motivation
o Indicate weaknesses
o Identify strengths
o Provide incentives
o The results may assist placement in an appropriate skill development/training group
o To ascertain a level of overall fitness
o To identify specific fitness components that may need development
o Monitor progress OR measure improvement

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o To evaluate the effectiveness of a training program

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Question 19(a)
Criteria Marks
 Provides characteristics and features of the FITT principle and its application to a soccer 3
or netball training program
 Provides relevant examples
 Sketches in general terms the application of the FITT principle to a soccer or netball 2
training program
 Provides some relevant information about training for soccer or netball OR the FITT 1
principle
Syllabus area:
 Anaerobic and aerobic training:
- FITT principle

Answer points:
F: Frequency – is the no. of training sessions per week: for an under 13s soccer or netball team normally 2
or 3 sessions for cardiovascular endurance
I: Intensity – should be high (70-85% HR max) to improve CV endurance
T: Time – at least 30-45 mins in addition to a warm up and cool down
T: Type – running intervals or fartlek training with soccer or netball specific skills and drills

Question 19(b)
Criteria Marks
 Provides characteristics and features of how the body applies and absorbs force when
throwing and catching a ball 3
 Communicates ideas and information using relevant examples
 Sketches in general terms how the body applies and absorbs force when throwing and
catching a ball
 Uses examples 2
OR
 Identifies some features of how the body absorbs and/or applies force
 Provides some relevant information about how the body applies or absorbs force 1
Syllabus area:
 Force:
 How the body applies force
 How the body absorbs force

Answer points:
 Force is the pull or push acting on the body.
 An applied force is a force applied to an object. In this case the force that is applied to the ball when
throwing is generated by the contraction of the muscles in the arm (internal force). The stronger the
force the further the throw should be.
 An absorbed force when catching a ball is a force that is exerted by the ball on the hand (with or
without a glove) and a force is exerted by the hand on the ball. Catching a ball can sting if the force of
the ball is not absorbed effectively. The impact felt by an object being caught is the product of:
 The force of the ball
 The distance through which the hand moves while receiving the ball
 Since the force of the ball remains constant, the only variable that can be changed is the distance
through which the hand moves when catching the ball. To increase the catching distance and thereby
absorb the force more effectively, we can use a number of techniques, including:
 The catching arm can be outstretched. When the ball meets the hand, the arm can be drawn quickly
to the body
 Smothering the ball with the other hand
 Catching with an outstretched arm and moving it past and behind the body to increase the distance
over which the ball is caught
 Pivoting the body during the catching action
 Using both hands to help absorb force

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Section II

Question 20 – First Aid

20(a)
Criteria Marks
 Makes evident the differences between hypoglycaemia and hyperglycaemia symptoms
and management
5
 Demonstrates a thorough knowledge and understanding of signs, symptoms and
management of BOTH diabetic conditions
 Sketches in general terms the symptoms and management of hypoglycaemia and
hyperglycaemia
OR
3–4
 Provides the characteristics and features of hypoglycaemia and hyperglycaemia
 Demonstrates a sound knowledge and understanding of signs, symptoms and management
of diabetic conditions
 Provides examples of symptoms of hypoglycaemia and/or hyperglycaemia
OR
1–2
 Provides relevant information relating to the management of diabetic glycaemic
conditions
Syllabus area(s):
 Management of medical conditions:
- Diabetes
 Explain the nature of the identified medical conditions

Answer points:
 The signs and symptoms of hypoglycaemia can include: light-headedness, shaking, sweating, headache,
lack of concentration, rapid pulse. This is different from hyperglycaemia which can include symptoms of
excessive thirst, frequent urination, blurred vision, tiredness, hunger, skin hot to touch, unconsciousness
and in extreme cases the smell of acetone on the breath. The only similarity between the two conditions
can be a rapid pulse if present.
 When managing these two conditions the management is very different. This is because a hypoglycaemic
individual has a low level of blood sugar whereas a hyperglycaemic individual has a high blood sugar
level. A hypoglycaemic patient needs to be given a fast-acting simple carbohydrate that is easy to be
consumed, e.g. orange juice, honey, glucose sugar, sucrose sugar or simply jelly beans. The individual
needs to be monitored and continued to give carbohydrates if they are still feeling unwell. Hypoglycaemia
can lead to a diabetic coma if not managed.
 In comparison the hyperglycaemic patient has a high level of blood sugar. In both instances if the patient
is unconscious DRSABCD should be followed. If conscious the hypoglycaemic patient needs to
administer insulin or other form of diabetic medication. If thirsty, sugar free drinks are recommended.

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20(b)
Criteria Marks
 Supports the argument for protective measures to prevent cross infection in a range of first
aid situations
 Makes evident the relationship between protection measures and prevention of cross 9–10
infection
 Provides relevant examples
 Provides reasons for protective measures to prevent cross infection in some first aid
situations 7–8
 Provides relevant examples
 Provides characteristics and features of avenues of cross infection and/or protective
measures 5–6
 Provides relevant examples
 Sketches in general terms some protective measures to prevent cross infection 3–4
 Recognises and names protective measures
AND/OR 1–2
 Provides examples of cross infection in first aid situations
Syllabus area(s):
 Infection control and protection:
 HIV/AIDS
 Blood-borne viruses (Hepatitis B and C)
 Describe the procedures to be taken to reduce risk of contact with body fluids and in the event of contact,
with body fluids in first aid settings.

Answer points:
 In first aid situations a first aider can be at risk of contracting blood borne viruses (e.g. hepatitis B) and
other viruses that can be transmitted through body fluids (e.g. HIV). It is important that the first aider is
not placed at an increased risk of cross infection; therefore protective measures need to be put in place to
minimise this risk.
 Blood borne viruses are carried in the blood and can be present even if the person is not showing any
signs or symptoms. For the virus to be transmitted infected blood has to make contact with the first aiders
blood, i.e. this can happen through an open wound or cut. There are a number of ways a first aider can
minimise their risk. Vaccinations exist for hepatitis B and this is recommended for anyone working as a
first aid officer or a surf lifesaver etc. There is no vaccination for hepatitis C so a number of protective
measures can be put in place to decrease the risk of cross infection. These protective measures need to be
carried out or the first aider is at risk of cross infection.
 One of the most important and simple protective measures is the wearing of disposable gloves when
performing first aid. This will provide a barrier for infection, along with the covering of cuts and wounds
with waterproof dressings. Correct hygiene such as washing of hands before and after performing first aid
will decrease the risk of cross infection. Eye protection is another protective measure, along with a mouth
shield for performing CPR.
 Protective measures in sporting situations include the “Blood Bin” where players are removed from the
field of play with blood, thus minimising the chances of cross infection with other players. This is a very
effective strategy as often players are unaware they are bleeding from a cut or graze. In some first aid
instances, a conscious casualty can be asked to apply pressure to a bleeding wound, significantly
decreasing contact with blood for the first aider.
 Blood and fluids can also be present on clothing and surrounding areas, e.g. on flooring in a workplace
accident in an office. Here the blood or fluids need to be cleaned up after the casualty has been treated to
minimise further cross infection. It is recommended that areas be cleaned with warm soapy water and
again when cleaning gloves are used to provide a barrier to cross infection.

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Question 21 – Movement Composition and Performance
21(a)
Criteria Marks
 Clearly explains how dynamics is used to achieve a specific purpose in movement
5
 Provides an example to support answer
 Explains aspects of how dynamics is used to achieve a specific purpose in movement
OR
3–4
 Provides characteristics and features of dynamics with links to movement
 Provides an example
 Provides some relevant information about dynamics 1–2
Syllabus area(s):
 Dynamics:
- Force, e.g. strong, weak, explosive, jerky
- Flow, e.g. bound, free

Answer points:
 Dynamics is the flow and force produced by the body when it moves. It includes both forces exerted
during movement as well as the flow of the movement. Changing the amount of energy applied to a
movement allows the performer to portray the purpose of a performance. 
 Force refers to the magnitude or intensity of the energy and can include strong, weak, explosive or jerky
movements. Force can be manipulated to portray a purpose by deliberately implementing certain forces
such as strong and explosive movements to highlight a dramatic theme within a dance performance.
 Flow is the movement of the body or an object through space and time and includes the elements bound
and free. Bound refers to a movement where the body can be stopped, controlled or restrained without
difficulty. Free refers to movement flow in an unhindered manner and where it is difficult to stop the
movement. Bound can be combined with strong, explosive forces to further highlight the drama whilst
free can work together with weak or light forces to create a sense of continual flow.

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21(b)
Criteria Marks
 Provides an argument that supports the process of combining and arranging movement in
the development of a movement composition
 Makes the relationship evident between combining and arranging movement and 9–10
movement composition
 Uses a medium to support answer
 Provides reasons for the process of combining and arranging movement in the
development of a movement composition 7–8
 Uses a medium to support answer
 Provides characteristics and features of the process of combining and arranging
movement in the development of a movement composition 5–6
 Provides an example
 Sketches in general terms the process of combining and arranging movement in the
3–4
development of a movement composition
 Recognises and names the process of combining and arranging movement
OR 1–2
 Provides some relevant information about movement composition
Syllabus area(s):
 The process of combining and arranging movement:
- The rules and conventions of the medium
- Sequencing
- Transitions
- Repetition
- Variation

Answer points:
 Rules and conventions of the medium will determine how the elements of composition will be applied.
Each medium, whether it be dance, gymnastics, aerobics or games will have a range of characteristics and
features including techniques, rules, movements and objectives. These will provide a starting point and
are conventions that must be followed when developing a movement composition. For example, elements
in dance determine what the performers can do and move and what qualities they can express with their
body.
 Sequencing is an integral component of movement composition. It is the process of putting movements
and phrases together into larger sections in an ordered and sensible way. Sequencing provides a
foundation whereby individual components are put together so that they flow and become a movement
phrase. For example, in dance this allows a story to be told which has both a purpose and is clearly
understood by the audience.
 Transitions are the joining movement phrases and sequences. It is vital that transitions are smooth and
flowing so that sequences and movement phrases give the performance both continuity and
connectedness. For example, in dance when incorporating direction it is important that changes are
smooth and flawless to assist with the flow of the performance.
 Repetition is about the repetition of movement phrases in order for the audience to see movements again
so that they can identify with them. The reasons for repetition are varied and include making a
performance easier to learn, as well as adding focus and meaning to a performance for the audience.
 Variation creates interest and visual appeal in a movement composition. It involves changing the way in
which movements are combined and arranged. For example, in dance an element of composition may
simply change the patterns and formations on the floor to highlight a particular part of a movement
phrase.

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Question 22 – Fitness Choices
22(a)
Criteria Marks
 Makes evident why the meaning of fitness varies for different people
5
 Provides relevant examples
 Sketches in general terms the meaning of fitness for different people 3–4
 Provides some relevant information about the meaning of fitness 1–2
Syllabus area(s):
 What does exercise mean to different people?:
- Meanings of exercise:
o Exercise and its relationship to fitness

Answer points:
 What does it mean to be fit? This concept can be difficult to define because it means different things to
different people. Some people identify with only some components of fitness, such as power and
strength because their focus is on weight training or bodybuilding. A soccer player as a result of
different demands being made of his body would probably see fitness in a different light.
 Correctly, most people believe that fitness is achieved through physical work or exercise. However, the
type of work produces different results. Some people believe that if they run they will become fit, others
if they swim and others again if they walk. Generally speaking, the harder the work, the fitter the person
will become. However, fitness is very specific and will improve those areas of the body, which are the
target of the program. In other words, there is an exercise/fitness relationship.
 Coaches and fitness instructors are trained in establishing the fitness goals/needs of their clients and
give them exercise prescriptions. The prescription targets the fitness component(s) that need
developing/improving, for example, strength. A person who worked on a prescription that targeted
strength alone, such as a weight lifter, may feel that he is fit because he able to lift heavy weights. But
he may struggle to run 100 m. However, asked if he thought he was fit, the answer could well be yes.
 For an adolescent male, fitness may mean staying in good shape, being able to participate in a range of
teams sports including collision sports and to be able to recover quickly from vigorous activity. This
meaning contrasts with that of an elderly male, recovering from cardiac surgery that completes an
exercise prescription from the surgeon that involves a 100 m walk each day. The word fitness then is
relative and takes account of age, feelings about one self, capabilities and current health status.
 Most people believe that they can improve their fitness but vary in the way that they need to go about it.
People who are not elite athletes, but who wish to enhance their general health and fitness, should
participate in a regular exercise program of moderate intensity, which targets the health-related
components of fitness. Regular participation and steady improvement in cardio-respiratory fitness may
feel adequate for some people.
 For athletes who perform at the National level, this level of fitness would be inadequate. For improved
sports performance for an Australian swimmer, training would need to target specific components
required of the sport, including both health and skill-related components of fitness. The intensity and
frequency of exercise needs to increase as fitness gains occur. The fitness gains contribute to better
sports performance.
 It can be difficult to compare the fitness levels of athletes where the demands of their sport are varied.
For example, an elite AFL player and an Australian swimmer have different physical demands and
skills. They are both physically fit, however, would train to improve the health and skill-related
components of fitness specific to their respective sports.
 Fitness has different meaning then because individuals differ in their needs, aspirations, expectations,
abilities, work ethic, motivation and desires. The extent to which these influence how they see fitness
contributes to their different perceptions.

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22(b)
Criteria Marks
 Demonstrates a comprehensive understanding by inquiring into how settings for exercise
influence people’s fitness choices
 Draws conclusions about the impact of settings for exercise and their influence on fitness
9–10
choices
 Illustrates the answer with relevant examples
 Presents ideas in a clear and logical manner
 Explains how settings for exercise influence people’s fitness choices
7–8
 Illustrates answers with relevant examples
 Describes how settings for exercise influence people’s fitness choices
5–6
 Provides some relevant examples
 Outlines how settings for exercise influence people’s fitness choices 3–4
 Provides some relevant information about how settings for exercise influence people’s
1–2
fitness choices
Syllabus area(s):
 What influences people’s choice of fitness activities?
 Settings for exercise:
 Exercise at home, e.g. home gyms
 Community facilities
 Fitness centres and personal trainers
 Exercise clubs, e.g. running, walking, cycling
 Cultural groups

Answer points:
 Our environment impacts on the choices we make in regards to fitness choices. Factors such as
convenience, cost and availability all impact on this choice. It is important that an individual enjoys the
setting they choose to exercise in. These factors will influence the likelihood of an individual continuing
their exercise program.
 Exercise at home: It can be difficult for an individual to access a community facility for exercise due to
travel time, cost, the need to look after dependents or individuals who feel self-conscious exercising in
public. For this group of people, exercising at home creates a valid option. It can be difficult to maintain
motivation to exercise at home in an informal environment; however, it may be the only option for some
people to participate in physical activity. Although expensive, individuals could set up a home gym with
various exercise equipment. A cheaper option would be the use of a exercise DVD or for people with
knowledge of how to train to set up a circuit in their backyard.
 Community facilities: For people who live in Sydney, there are an abundance of community facilities
available. Consider, does everyone want to use the closest facility to their home? Individuals have
different needs and wants and may not choose to use the closest gym or swimming pool or golf course
to their home. Access to these facilities may be restricted by hours of operation and if an individual has
a car or needs to use public transport. People who live in rural areas are impacted by less choice which
may deter their use of these venues.
 Fitness centres and personal trainers: Fitness centres provide a range of options which can include
fitness classes, weight training, swimming pools, tennis courts etc. Individuals may join a gym due to
the variety of classes available, the hours of operation of the facility or confidence of instructor led
classes. Fitness centres may also offer the inclusion of child minding facilities and nutritional support.
These facilities come at a cost. For some individuals the monthly fees of fitness centres are too
expensive. Personal trainers are another option for people at fitness centres or as a self-employed trainer
but their fees can be expensive. For individuals who have limited knowledge of training principles or
who need to commit to a program for continued participation, personal trainers are a good option. Why?
They understand how to enhance training effects and are an excellent motivator for people. It is
important to check that personal trainers are qualified and can meet individual needs.

Question 22(b) continues on the next page

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Question 22(b) continued

 Exercise clubs: For people who have a particular interest in an activity they may choose to join a club,
for example a running club. The club provides an organised activity for people with similar exercise
interests. Participating in exercise clubs is a great way to exercise regularly in the company of friends.
The variety of clubs available, e.g. running, walking, sailing and cycling allow choice with a common
goal of enhancing health and fitness. Individuals with specific exercise needs may not find this option
suitable.
 Cultural groups: There are many cultural options available for people in Sydney, as multiculturalism is
part of our society. Activities such as tai chi are often seen in parks. Cultural dance groups and dragon
boat racing are also examples of cultural influences on exercise options. People may participate in these
options for health or fitness benefits or for a connection to a specific culture.

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Question 23 – Outdoor Recreation
23(a)
Criteria Marks
 Clearly explains how a compass and map can be used to navigate through an unknown
environment 5
 Provides clear examples linking using a compass with map
 Describes how a compass and map can be used to navigate through an unknown
environment 3–4
 Provides examples
 Identifies some relevant information about using a compass or map 1–2
Syllabus area(s):
 Navigational skills:
- Map reading
- Grid bearing
- Magnetic bearing
- True north
- Measuring distance

Suggested answer:
 Map reading – refers to a topographical map showing physical features such as rivers, mountains and
roads. Referring to symbols on the map and contour lines
 Grid bearing – horizontal and vertical lines used for coordinates and measuring distance
 Magnetic bearing – geographic orientation based on the Earth’s magnetic pole
 True North – the direction of the Earth’s geographic North Pole
 Measuring distance – using the map and scale to measure distance

NSW Independent Trial Exams 2016 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 14
23(b)
Criteria Marks
 Provides an accurate judgement based on the styles of leadership and their suitability
when leading an outdoor group expedition 9–10
 Provides clear examples
 Provides a discussion (no judgement) based on the styles of leadership and their suitability
when leading an outdoor group expedition 7–8
 Provides clear examples
 Provides a general description based on the styles of leadership and their suitability when
leading an outdoor group expedition 5–6
 Provides examples
 Sketches in general terms some styles of leadership and their suitability when leading an
3–4
outdoor group expedition
 Provides some relevant information about leadership 1–2
Syllabus area(s):
 Leadership styles:
- Democratic
- Laissez-faire
- Autocratic
- Strategic non-intervention

Suggested answer:
 Democratic – This leader looks to share the group problem with all team members. Discussion and ideas
are shared within the group to look for a range of options, with a view to reach consensus. The leader
facilitates the group, encouraging all members to contribute and all to be heard. The leader needs to
ensure the group does not lose focus. An example would be when the group has multiple options for a
pathway to the next campsite.
 Laissez-faire – This leader allows group members to get on with their own work. They are free to choose
whatever they want and are not provided with any clear direction from the leader. This style can be
effective if the group members are experienced and know what they need to do to achieve the group
goals. However, this style can be catastrophic if used with inexperienced campers and may create serious
risk issues. E.g. abseiling down a rock wall.
 Autocratic – This style of leader likes being in charge and wants to make all the decisions on behalf of
the group. Group members are simply expected to follow the decisions made by the leader without
consultation. This may be effective when there are new group members or an important safety decision
is required and there cannot be any variations to the method of participation, such as abseiling.
Alternatively, an experienced group will find it difficult to respect the leader if they do not consult and
appear to not trust the group.
 Strategic non-intervention – This style requires a balance of allowing group members to make decisions
for themselves, but also being guided along the expedition to ensure they are focused on achieving the
group goals. Group members are given responsibility to manage specific tasks within the expedition (e.g.
cooking, campfire), which in turn fosters trust and encourages a strong team approach. This style works
well when team members are demonstrating strong skills and a wish to enhance existing skills.

NSW Independent Trial Exams 2016 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 15
 NSW INDEPENDENT TRIAL EXAMS – 2016
PDHPE PRELIMINARY YR 11 EXAMINATION
MAPPING GRID

Question Mark Outcomes Assessed Performance Bands

1 1 P7 3-5
2 1 P5 2-4
3 1 P7 2-4
4 1 P7, P16 3-5
5 1 P2, P3, P4, P16 3-5
6 1 P7 3-5
7 1 P3 3-5
8 1 P8 3-5
9 1 P7, P16 3-5
10 1 P5, P6 2-4
11 1 P5, P6 2-4
12 1 P1, P2 2-4
13 1 P9 3-5
14 1 P7, P8 3-5
15 1 P2, P3, P12 4-6
16(a) 3 P2, P3 2-4
16(b) 4 P1, P3 3-5
17(a) 3 P5, P6 2-4
17(b) 5 P3, P4, P5, P6 3-5
18(a) 6 P7 2-3
18(b) 3 P10, P11 3-5
19(a) 3 P10, P11 3-5
19(b) 3 P9 3-5
20(a) 5 P6, P12 3-5
20(b) 10 P6, P12, P15 4-6
21(a) 5 P13 3-5
21(b) 10 P13, P17 4-6
22(a) 5 P6 3-5
22(b) 10 P6, P16 4-6
23(a) 5 P10, P14 3-5
23(b) 10 P10, P14, P16 4-6

NSW Independent Trial Exams 2016 – PDHPE Preliminary Yr 11 Examination: Marking Criteria - Page 16