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2500 words ASSESSMENT TASK 1 INFORMATION This document provides you with the requirements for your first assessment task. Detailed instructions and resources are included for completing the task. The Criterion Referenced Assessment (CRA) Rubric that markers use to grade the assessment task is included. Task overview Assessment name Assessment Task 1 – Health Promotion This task is divided into two (2) health concerns for two population groups, weighted at 20\% each. The final 10\% will be applied to your communication, academic literacy, research authenticity and appropriateness, and APA referencing. You are required to complete all components of the task requirements. 1. Health Concern 1 2. Health Concern 2 3. Academic Literacy, Research and Referencing Due Date Thursday 18 August 2021 via e-assessment link on the Study Desk Task snapshot Word count TOTAL: 2,500 words maximum (+/- 10\%), reference list not included, in-text references counted in word count. Health Concern 1: 20\% weighting Health Concern 2: 20\% weighting Communication, academic literacy, research authenticity and appropriateness, and APA referencing - 10\% weighting 50\% of overall course grade Summative How will I be assessed Criterion Referenced Assessment: 5-point scale HD - F Submission information: It is VITAL that you read the requirements for each section of the task carefully. Information for each section is included below. Task Instructions: Complete the components as outlined for two different health concerns and two different population groups. Health Promotion The Australian Institute of Health and Welfare (AIHW) uses two different sets of data when discussing the health of population groups in their report Australia’s Health 2020. The first set of data is burden of disease (morbidity) and the second is cause of death data (mortality). See Appendix 1. Access the report here or through the Study Desk Course Readings and read about the data and what it represents. https://www.aihw.gov.au/reports/australias-health/health-of-young-people 1. Identify two different health concerns for two different specific population groups in Australia. Select two population groups that will feature in your future career - for example, 1- 14 year olds from low socioeconomic circumstances; 15 – 24 year olds from rural areas; adolescent sub-elite athletes aged 15 - 24; Be specific with the delineation of the population group. Select two different health concerns from the following focus areas: a. Inadequate physical activity b. Inadequate consumption of vegetables 2. Analyse research to identify and explain the inequities in access to health information, resources and services and the social determinants of health impacting on the development of each health concern, leading to inequitable health outcomes for each population group. For example, the 15 -24 age group have inequitable health outcomes in relation to land transport accidents – explain why that might be, considering a minimum of two action areas from the Ottawa Charter (e.g., lack of public policy and non-supportive environments) 3. Apply information from reputable sources to recommend strategies that minimise the inequity in life circumstances and health outcomes related to the two health concerns and the two population groups you have selected. 4. Evaluate use of the five action areas outlined in the Ottawa Charter for Health Promotion Framework (WHO, 1986) to formulate strategies that advocate for and enable changes designed to improve health outcomes for your population groups. Use a maximum of two action areas and explain the symbiotic relationship between the action areas and how action in more than one area (multidimensional and multisectoral) is more likely to facilitate positive changes in health outcomes. For example , if you select a school or a sporting club as your setting for health promotion, one dimension of your recommendations might be to improve personal skills of your students or clients. Because we know that one-dimensional approaches do not work, you must also suggest other action/s or change/s that would make the environments or policies more supportive of your students or clients. That is, what else will need to be introduced to support the personal skills and ensure the new and/or improved skills will be useful and can be implemented. Describe how information could be presented to ensure it will be positive, engaging, and effective in bringing about targeted changes. 5. Use researched substantiating evidence to justify the suggestion of these strategies. Explain how the strategies replicate best practice as outlined in the Ottawa Charter for Health Promotion Framework (WHO, 1986) and subsequent updates, and therefore, should be effective. Set out your response as follows: Health Concern 1 – identify the health concern and select the population group. Analyse, Apply, Evaluate and Justify Health Concern 2 - identify the health concern and select the population group. Analyse, Apply, Evaluate and Justify Research and Referencing and Academic Literacy – 10\% Research Sources: There must be clear evidence of the use of credible academic research sources to guide your response to the assessment task. The research sources must be correctly acknowledged both ‘in text’ and in a reference list. You need to acknowledge all sources of information that are not your own words using the APA referencing style to do so. Referencing system - American Psychological Association (APA Style): APA 7 style is the only referencing style that will be accepted. Academic Literacy: It is imperative that you conduct a spelling, punctuation and grammar check prior to submission. The assessment will not be assessed unless it meets minimum standards of academic literacy, including referencing. Avoid use of colloquial language and be professional and objective in your writing. It is normal academic practice to write in third person unless instructed otherwise. Always support your ideas and arguments with sound researched information. Appendices Appendix 1 Growing Up in Australia. The Longitudinal Study of Australian Children. ANNUAL STATISTICAL REPORT 2018. Australian Institute of Family Studies. Growing Up in Australia The physical health of Australian children • One in seven children met the Australian guidelines for physical activity of at least 60 minutes per day (15\% on weekdays and 16\% on weekends). • Around 7\% of children had hypertension or pre-hypertension. • According to their body mass index (BMI), 7\% of children were underweight, 66\% were of a normal weight, 21\% were overweight (but not obese) and 6\% were obese. • Around 24\% of children had some hearing loss in one or both ears. • Around one in eight children (12\%) had vision problems in one or both eyes. • On average, children who did not have breakfast regularly or who ate less than the recommended two serves of fruit a day had lower levels of wellbeing, physical functioning and psychosocial functioning. • Children who drank less than five cups of water a day had lower average physical functioning scores than those drinking five or more cups a day • Nine out of 10 children (92\%) were not meeting the recommendation of eating at least five serves of vegetables per day. The most important meal of the day: Four in five children (82\%) ate breakfast at least five times a week, with 72\% consuming breakfast daily. Children who did not have breakfast regularly had poorer wellbeing, physical functioning and psychosocial functioning on average. Appendix 2 Appendix 3 Useful information: 6. Risky driving among Australian teens | Growing Up in Australia EDH2152 | Health and Wellbeing | Assessment Task 1 | Criteria for Assessment | Possible marks: 50 High Distinction Distinction - A Credit - B Pass - C Fail Health Concern 1 – 20\% Identify of relevant and significant facts, concepts and information, including secondary data from a wide variety of provided and independent sources Identify of relevant facts, concepts and information, including secondary data from a variety of provided and some independent sources Identify of relevant facts, concepts and information, from a variety of provided and some independent sources Identify of simple facts, concepts and information from provided sources Includes some simple facts or information from provided sources Discerning and thorough analysis of relevant information about a health concern Analysis of relevant information about a health concern Analysis of information about a health concern Simple analysis of provided information, about a health concern Simple analysis of aspects of a health concern utilising provided data or information Insightful critique, interpretation and application of theories, and concepts to recommend strategies for change Effective critique, interpretation and application of theories, and concepts to recommend strategies for change Accurate critique, interpretation and application of theories, and concepts to recommend strategies for change Simple critique, interpretation and application of basic theories, and concepts to recommend strategies for change Some interpretation and application of aspects of basic theories, and concepts to recommend inappropriate strategies for change Critical evaluation and reflection that comprehensively justifies recommendations, conclusions, strategies, and actions Effective evaluation and justification of recommendations, conclusions, strategies, and actions Appropriate evaluation and justification of recommendations, conclusions, strategies, and actions Simplistic evaluation that supports some recommendations, conclusions, strategies, or actions Simplistic unilateral evaluation that describes some conclusions, strategies, or actions Health Concern 2 – 20\% Identify of relevant and significant facts, concepts and information, including secondary data from a wide variety of provided and independent sources Identify of relevant facts, concepts and information, including secondary data from a variety of provided and some independent sources Identify of relevant facts, concepts and information, from a variety of provided and some independent sources Identify of simple facts, concepts and information from provided sources Includes some simple facts or information from provided sources Discerning and thorough analysis of relevant information about a health concern Analysis of relevant information about a health concern Analysis of information about a health concern Simple analysis of provided information, about a health concern Simple analysis of aspects of a health concern utilising provided data or information Insightful critique, interpretation and application of theories, and concepts to recommend strategies for change Effective critique, interpretation and application of theories, and concepts to recommend strategies for change Accurate critique, interpretation and application of theories, and concepts to recommend strategies for change Simple critique, interpretation and application of basic theories, and concepts to recommend strategies for change Some interpretation and application of aspects of basic theories, and concepts to recommend inappropriate strategies for change Critical evaluation and reflection that comprehensively justifies recommendations, conclusions, strategies, and actions Effective evaluation and justification of recommendations, conclusions, strategies, and actions Appropriate evaluation and justification of recommendations, conclusions, strategies, and actions Simplistic evaluation that supports some recommendations, conclusions, strategies, or actions Simplistic unilateral evaluation that describes some conclusions, strategies, or actions Research and Referencing and Academic Literacy – 10\% Comprehensive use of excellent substantiating research evidence to support ideas. Research sources comprehensively acknowledged both ‘in text’ and in a reference list without error. Thorough use of substantiating research evidence to support ideas. Research sources correctly acknowledged both ‘in text’ and in a reference list. Credible use of substantiating research evidence to support ideas. Research sources acknowledged both ‘in text’ and in a reference list with few errors. Sound use of substantiating research evidence to support ideas. Some research sources acknowledged both ‘in text’ and in a reference list. Little evidence of use of substantiating research evidence to support ideas. Few research sources acknowledged ‘in text’ or in a reference list. Meticulous literacy, including spelling, grammar, punctuation, language use and sentence structure. Careful literacy, including spelling, grammar, punctuation language use and sentence structure Methodical literacy, including spelling, grammar, punctuation, language use and sentence structure Adequate standard of literacy, including spelling, grammar, punctuation language use and sentence structure Careless literacy, many errors in spelling, grammar, punctuation, language use and sentence structure Grade __________ converted to mark_____/50 Comments: APA 7 Use website with https://doi.org e.g: https://doi.org/10.1155/2016/3230427 Only Use Australian websites Assessment Task One Support Presentation - this presentation will guide you through your first assessment task. Assessment Task 1. Health Promotion Weighting: 50\% Word Limit: 2500 Due Dates: due dates for each semester are listed on the Study Desk 1 Make sure you have your task sheet including the criteria, with you as you progress through the presentation. Irrespective of your degree program, read the relevant information from the syllabus and curriculum documents to help your understanding of health issues and social justice principles. Qld Health Education Syllabus – Years 11 and 12 https://www.qcaa.qld.edu.au/senior/senior-subjects/health-physical-education/health Read the information about the ‘Social View of Health’ to add to your understanding of this important underpinning information and read the rationale. The other curriculum and learning frameworks are to guide you and give you ideas about health issues and the focus for your assignment. Australian Curriculum Health and Physical Education https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/ Read the Rationale, the Aims and the Key Ideas. These documents are in the course readings and resources sections on the study desk. You might have defining and governing documents from your work environment that you would like us to add to this space. Let us know. 2 This task is divided into two (2) health concerns for two population groups, weighted at 20\% each. The final 10\% will be applied to your communication, academic literacy, research authenticity and appropriateness, and APA referencing. You are required to complete all components of the task requirements. Health Concern 1 Health Concern 2 Academic Literacy, Research and Referencing   Assessment Task 1 – Health Promotion 3 Task snapshot Submission information: It is VITAL that you read the requirements for each section of the task carefully. Information for each section is included below. Word Count: TOTAL: 2,500 words maximum (+/- 10\%), reference list not included, in-text references counted in word count. Health Concern 1: 20\% weighting Health Concern 2: 20\% weighting Communication, academic literacy, research authenticity and appropriateness, and APA referencing - 10\% weighting How will I be assessed? Criterion Referenced Assessment: 5-point scale HD - F 4 Task Instructions: Complete the components as outlined for two different health concerns and two different population groups. The Australian Institute of Health and Welfare (AIHW) uses two different sets of data when discussing the health of population groups in their report Australia’s Health 2020. The first set of data is burden of disease (morbidity) and the second is cause of death data (mortality). See Appendix 1. Access the report here or through the Study Desk Course Readings and read about the data and what it represents. https://www.aihw.gov.au/reports/australias-health/health-of-young-people 5 Identify two different health concerns for two different specific population groups in Australia. Select two population groups that will feature in your future career - for example, 1- 14 year olds from low socioeconomic circumstances; 15 – 24 year olds from rural areas; adolescent sub-elite athletes aged 15 - 24; Be specific with the delineation of the population group. Select two different health concerns from the following focus areas: Inadequate physical activity Inadequate consumption of vegetables Analyse research to identify and explain the inequities Analyse research to identify and explain the inequities in access to health information, resources and services and the social determinants of health impacting on the development of each health concern, leading to inequitable health outcomes for each population group. For example, the 15 -24 age group have inequitable health outcomes in relation to land transport accidents – explain why that might be, considering a minimum of two action areas from the Ottawa Charter (e.g., lack of public policy and non-supportive environments) Social Determinants of Health Social Determinants of health are a major factor in addressing health inequities and achieving health for all. https://www.youtube.com/watch?v=IZZA4SSHm1k https://www.youtube.com/watch?v=ZPVwgnp3dAc https://www.youtube.com/watch?v=I7iSYi3ziTI https://www.youtube.com/watch?v=aS3-MZZyVNI 3. Apply information from reputable sources to recommend strategies that minimise the inequity in life circumstances and health outcomes related to the two health concerns and the two population groups you have selected. 8 Evaluate use of the five action areas outlined in the Ottawa Charter for Health Promotion Framework (WHO, 1986) to formulate strategies that advocate for and enable changes designed to improve health outcomes for your population groups. Use a maximum of two action areas and explain the symbiotic relationship between the action areas and how action in more than one area (multidimensional and multisectoral) is more likely to facilitate positive changes in health outcomes. For example, if you select a school or a sporting club as your setting for health promotion, one dimension of your recommendations might be to improve personal skills of your students or clients. Because we know that one-dimensional approaches do not work, you must also suggest other action/s or change/s that would make the environments or policies more supportive of your students or clients. That is, what else will need to be introduced to support the personal skills and ensure the new and/or improved skills will be useful and can be implemented. Describe how information could be presented to ensure it will be positive, engaging, and effective in bringing about targeted changes. Use researched substantiating evidence to justify the suggestion of these strategies. Explain how the strategies replicate best practice as outlined in the Ottawa Charter for Health Promotion Framework (WHO, 1986) and subsequent updates, and therefore, should be effective. Set out your response as follows:   Health Concern 1 – identify the health concern and select the population group. Analyse, Apply, Evaluate and Justify   Health Concern 2 - identify the health concern and select the population group. Analyse, Apply, Evaluate and Justify Research and Referencing and Academic Literacy – 10\% Research Sources: There must be clear evidence of the use of credible academic research sources to guide your response to the assessment task. The research sources must be correctly acknowledged both ‘in text’ and in a reference list. You need to acknowledge all sources of information that are not your own words using the APA referencing style 7 to do so. Referencing system - American Psychological Association (APA Style): APA style 7 is the only referencing style that will be accepted. Academic Literacy: It is imperative that you conduct a spelling, punctuation and grammar check prior to submission. The assessment will not be assessed unless it meets minimum standards of academic literacy, including referencing. Avoid use of colloquial language and be professional and objective in your writing. It is normal academic practice to write in third person unless instructed otherwise. Always support your ideas and arguments with sound researched information. Growing Up in Australia. The Longitudinal Study of Australian Children. ANNUAL STATISTICAL REPORT 2018. Australian Institute of Family Studies. Growing Up in Australia The physical health of Australian children • One in seven children met the Australian guidelines for physical activity of at least 60 minutes per day (15\% on weekdays and 16\% on weekends). • Around 7\% of children had hypertension or pre-hypertension. • According to their body mass index (BMI), 7\% of children were underweight, 66\% were of a normal weight, 21\% were overweight (but not obese) and 6\% were obese. • Around 24\% of children had some hearing loss in one or both ears. • Around one in eight children (12\%) had vision problems in one or both eyes. • On average, children who did not have breakfast regularly or who ate less than the recommended two serves of fruit a day had lower levels of wellbeing, physical functioning and psychosocial functioning. • Children who drank less than ­five cups of water a day had lower average physical functioning scores than those drinking ­five or more cups a day • Nine out of 10 children (92\%) were not meeting the recommendation of eating at least five serves of vegetables per day. • The most important meal of the day: Four in five children (82\%) ate breakfast at least five times a week, with 72\% consuming breakfast daily. Children who did not have breakfast regularly had poorer wellbeing, physical functioning and psychosocial functioning on average. 15 Useful information: 6. Risky driving among Australian teens | Growing Up in Australia Use the Ottawa Charter for Health Promotion Framework to formulate your strategy and suggestions. http://www.who.int/healthpromotion/conferences/previous/ottawa/en/ High Distinction Distinction - A Credit - B Pass - C Fail Health Concern 1 – 20\% Identify of relevant and significant facts, concepts and information, including secondary data from a wide variety of provided and independent sources Identify of relevant facts, concepts and information, including secondary data from a variety of provided and some independent sources Identify of relevant facts, concepts and information, from a variety of provided and some independent sources Identify of simple facts, concepts and information from provided sources   Includes some simple facts or information from provided sources   Discerning and thorough analysis of relevant information about a health concern Analysis of relevant information about a health concern Analysis of information about a health concern Simple analysis of provided information, about a health concern Simple analysis of aspects of a health concern utilising provided data or information Insightful critique, interpretation and application of theories, and concepts to recommend strategies for change Effective critique, interpretation and application of theories, and concepts to recommend strategies for change Accurate critique, interpretation and application of theories, and concepts to recommend strategies for change Simple critique, interpretation and application of basic theories, and concepts to recommend strategies for change Some interpretation and application of aspects of basic theories, and concepts to recommend inappropriate strategies for change Critical evaluation and reflection that comprehensively justifies recommendations, conclusions, strategies, and actions Effective evaluation and justification of recommendations, conclusions, strategies, and actions Appropriate evaluation and justification of recommendations, conclusions, strategies, and actions Simplistic evaluation that supports some recommendations, conclusions, strategies, or actions Simplistic unilateral evaluation that describes some conclusions, strategies, or actions   Health Concern 2 – 20\% Identify of relevant and significant facts, concepts and information, including secondary data from a wide variety of provided and independent sources Identify of relevant facts, concepts and information, including secondary data from a variety of provided and some independent sources Identify of relevant facts, concepts and information, from a variety of provided and some independent sources Identify of simple facts, concepts and information from provided sources Includes some simple facts or information from provided sources Discerning and thorough analysis of relevant information about a health concern Analysis of relevant information about a health concern Analysis of information about a health concern Simple analysis of provided information, about a health concern Simple analysis of aspects of a health concern utilising provided data or information Insightful critique, interpretation and application of theories, and concepts to recommend strategies for change Effective critique, interpretation and application of theories, and concepts to recommend strategies for change Accurate critique, interpretation and application of theories, and concepts to recommend strategies for change Simple critique, interpretation and application of basic theories, and concepts to recommend strategies for change Some interpretation and application of aspects of basic theories, and concepts to recommend inappropriate strategies for change Critical evaluation and reflection that comprehensively justifies recommendations, conclusions, strategies, and actions Effective evaluation and justification of recommendations, conclusions, strategies, and actions Appropriate evaluation and justification of recommendations, conclusions, strategies, and actions Simplistic evaluation that supports some recommendations, conclusions, strategies, or actions Simplistic unilateral evaluation that describes some conclusions, strategies, or actions Research and Referencing and Academic Literacy – 10\% Comprehensive use of excellent substantiating research evidence to support ideas. Research sources comprehensively acknowledged both ‘in text’ and in a reference list without error. Thorough use of substantiating research evidence to support ideas. Research sources correctly acknowledged both ‘in text’ and in a reference list. Credible use of substantiating research evidence to support ideas. Research sources acknowledged both ‘in text’ and in a reference list with few errors. Sound use of substantiating research evidence to support ideas. Some research sources acknowledged both ‘in text’ and in a reference list. Little evidence of use of substantiating research evidence to support ideas. Few research sources acknowledged ‘in text’ or in a reference list. Meticulous literacy, including spelling, grammar, punctuation, language use and sentence structure. Careful literacy, including spelling, grammar, punctuation language use and sentence structure   Methodical literacy, including spelling, grammar, punctuation, language use and sentence structure Adequate standard of literacy, including spelling, grammar, punctuation language use and sentence structure Careless literacy, many errors in spelling, grammar, punctuation, language use and sentence structure   Grade __________ converted to mark_____/50   Comments:   Always remember that health and wellbeing is holistic and all dimensions of health are equally important – bullying is more likely to impact on social and emotional health than physical health, even when the impact is physical. To address any health issue effectively, governments, health authorities and health professionals (like you!) need to be able to identify which population groups are inequitably impacted as evidenced in data and then address the underlying contributing factors or social determinants of health which can lead to the health issue arising. Read reliable and credible literature from reputable sources to determine what the health issue is and to focus your population group. Remember a health issue involves an inequity for the population group you have selected. Research the inequities and social justice aspects of your health concern. For example – what are the inequities and social justice aspects of being bullied? How does being bullied impact on your health and wellbeing? What rights are being infringed? How are the bullied disempowered? 18 Health Inequities Infographics Our infographics have been developed to help others better understand the framework and goal of Health Equity, including what factors must be addressed and eliminated in order to achieve Health Equity. https://dev-sfsu-healthequity.pantheonsite.io/health-equity-infographics Health Equity Framework A brief infographic which explains the Health Equity Framework and how social, economic, and environmental conditions affect health in a number of ways.  https://dev-sfsu-healthequity.pantheonsite.io/sites/default/files/documents/health-equity-framework.pdf What are Health Inequities? Health inequities are differences in health that are avoidable, unfair, and unjust. Check out this infographic to learn what affects health inequities. https://dev-sfsu-healthequity.pantheonsite.io/sites/default/files/documents/what-are-health-inequities.pdf What are Health Disparities? Health disparities are differences in health outcomes among groups of people. Check out this infographic to learn what affects health disparities. https://dev-sfsu-healthequity.pantheonsite.io/sites/default/files/documents/what-are-health-disparities.pdf 19 What affects Health Equity? This infographic explains the different factors that affect achieving health equity and how we can work to achieve health equity. https://dev-sfsu-healthequity.pantheonsite.io/sites/default/files/documents/what-affects-health-equity.pdf Health Equity and Neighbourhoods A brief infographic to explain how where you live has a direct effect on your health. https://dev-sfsu-healthequity.pantheonsite.io/sites/default/files/documents/health-equity-and-neighbornoods.pdf  The Path to Achieving Health Equity Check out this infographic to learn about the social and economic factors that affect health. https://dev-sfsu-healthequity.pantheonsite.io/sites/default/files/images/infographic-path-to-health-equity.jpg 21 The usual practice of accepting assignments that are 10\% over or under the stated word limit will apply. Style guide: Insert page numbers and a footer which must include your name, student number, the course code and Assessment Task 1. You will not need an assignment cover sheet to submit electronically. 22 Style guide: insert page numbers and a footer, which must include your name, student number, the course code and assessment task 1. You will not need an assignment cover sheet to submit your assignment. Structure: Address sections 1-5 for one health concern and one population group before addressing sections 1-5 for the second health concern and population group. Use headings and subheadings to structure your assignment and make it easy for the reader to follow the development of the response. Write in third person. You can use diagrams within the assignment and include appendices if appropriate.