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SHHS PDHPE 12 SM
Sports Med right hand side syllabus testing
| Question | Answer |
|---|---|
| • ways to classify sports injuries direct and indirect soft and hard tissue overuse | • identify specific examples of injuries that reflect each of the classifications |
| • soft tissue injuries tears, sprains, contusions skin abrasions, lacerations, blisters inflammatory response | • manage soft tissue injuries: RICER (Rest, Ice, Compression, Elevation, Referral) immediate treatment of skin injuries |
| • hard tissue injuries fractures dislocation | • manage hard tissue injuries assessment for medical attention immobilisation |
| • assessment of injuries TOTAPS (Talk, Observe, Touch, Active and Passive movement, Skills test). | • perform assessment procedures to determine the nature and extent of injury in simulated scenarios. |
| • children and young athletes medical conditions (asthma, diabetes, epilepsy) overuse injuries (stress fractures) thermoregulation appropriateness of resistance training | • analyse the implications of each of these considerations for the ways young people engage in sport and how each is managed. |
| • adult and aged athletes heart conditions fractures/bone density flexibility/joint mobility | • explain the sports participation options available for aged people with medical conditions |
| • female athletes eating disorders iron deficiency bone density pregnancy. | • assess the degree to which iron deficiency and bone density affect participation in sport. |
| • physical preparation pre-screening skill and technique physical fitness warm up, stretching and cool down | • analyse different sports in order to determine priority preventative strategies and how adequate preparation may prevent injuries |
| • 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 | • critically analyse sports policies, rules and equipment to determine the degree to which they promote safe participation, eg heat rules, rugby union scrum rules |
| • environmental considerations temperature regulation (convection, radiation, conduction, evaporation) climatic conditions (temperature, humidity, wind, rain, altitude, pollution) guidelines for fluid intake acclimatisation | • evaluate strategies an athlete could employ to support the body’s temperature regulation mechanisms • analyse the impact of climatic conditions on safe sports participation |
| • taping and bandaging preventative taping taping for isolation of injury bandaging for immediate treatment of injury. | • demonstrate taping and bandaging techniques, including taping the ankle, wrist and thumb |
| • rehabilitation procedures progressive mobilisation graduated exercise (stretching, conditioning, total body fitness) training use of heat and cold | • examine and justify rehabilitation procedures used for a range of specific injuries, eg hamstring tear, shoulder dislocation |
| • return to play #1 | • • research and evaluate skill and other physical tests that could be used to indicate readiness to return to play |
| • return to play #2 | •• critically examine policies and procedures that regulate the timing of return to play, considering questions such as: |
| return to play #3 | 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? |
Created by:
lisagass
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