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Tell Me More: A memory game based on the Day in the Life of a Sports Physician

PrimaryPrimary MiddleMiddle

LiteracyAustralian Curriculum General Capability: Literacy

Personal and social capabilityAustralian Curriculum General Capability: Personal and social capability

1. Form groups of 4 - 5 students.

2. As a class group, read out loud the following article from On the Wards about the life of Dr Carolyn Broderick  Reading

A day in the life of a Sports Physician

3. Each group is to write down as many facts as they can about the article.

4. In this round Robin activity, create a circle but maintain each group together.

Teacher

Select a group to tell one fact! Go to the next group to tell another fact. You can get the second group to recite the first fact too.

Keep going until all the facts from each group are finished.

5. If you
, as a student, could meet Dr Carolyn yourselves, is there a question you would like to ask her?


 

Get a grip! Tennis Wrist Pain: Retrieval Chart Strategy

 MiddleMiddle High SchoolSecondary

CriticalAustralian Curriculum General Capability: Critical and creative thinking
Personal and social capability
Australian Curriculum General Capability:
Personal and social capability

LiteracyAustralian Curriculum General Capability: Literacy

 

1. In groups of 4 - 5 students, you are to conduct a Retrieval Chart Strategy on the following articles

 The Conversation 24 January 2018 Reading

The Conversation

Tennis Wrist Pain: Causes and Treatment

Reading

Wrist Pain

This activity uses a graphic organiser to categorise data.

  • Retrieval charts are varied depending on the number of key concepts relevant to the topic.

  • The headings determine the number of the columns for the table, and the number of rows depends on the scope of the information.

  • Students in groups of three or four [or in this case 4 - 5 students] complete the table.

Topic Focus Source Description Critical
Analysis
My Knowledge
& Understanding
         
         
         
         
         
         

 

2. What are the Topic Foci?

What are the key concepts brought up in these articles? List them.

3. Who is cited within the articles of having problems with their wrists? Do they have the same cause?

4. What is the biology of the wrist?

5. How has technology impacted on the wrists of tennis players?

6. Research the biology of the wrist to understand these injuries.

7. Share your group's findings with another group. Were there any differences?


Research Study: Concussion, Traumatic Brain Injury and Sport

 MiddleMiddle High SchoolSecondary

CriticalAustralian Curriculum General Capability: Critical and creative thinking
Personal and social capability
Australian Curriculum General Capability:
Personal and social capability

LiteracyAustralian Curriculum General Capability: Literacy

 

 1. In groups of 4 - 5 students, you are to read the following articles

 

The Conversation 29 August 2016Reading

The Conversation 

The Conversation 6 June 2017 Reading

The Conversation

The Conversation 27 April 2018 Reading

The Conversation 

And, view the following video:

Concussion in Sport Australia - Advice for Parents and Teachers
https://youtu.be/6lC5hc9j_0k

 

 

2. Reflection

Reflection.

Summarise the points made in each of the articles
and the video. Are there any similar thoughts between these items - are they supportive of each other? Or not? How?

Discussion

Discuss amongst the group.

 

3. Create a Mind Map about Brain Injury and Concussion as a group. Remember to have icons, colour and only one word [if possible] on the arrows leading to another idea.

4.  If you were a Sports Doctor, what measures would you take to reduce brain injury [no matter how small] to children in school  - Primary, Middle and Secondary?

Write down your thoughts.

Discussion

Discuss amongst the group and come up with at least 3 ideas to help reduce brain injury for children playing sports.

 

 

What is a bruise?

PrimaryPrimary

LiteracyAustralian Curriculum General Capability: Literacy

CriticalAustralian Curriculum General Capability: Critical and creative thinking

 

1. As a class group, you are to read the following article from The Conversation 10 December 2019 Read

The Conversation

2. Write down as many facts as you can remember after listening to the reading.

3. Explain to a partner what is a bruise and how they are created.

4. Re-listen to the article. Was there anything that you missed out on telling your partner?

5. Types of bruises.

types of bruises

A flat, purple bruise that happens when blood leaks into the top layers of your skin is called an ecchymosis. A black eye, or “shiner,” is an example of this kind of bruise.

A hematoma happens when clotted blood forms a lump under your skin. The area is usually swollen, raised, or painful. A “goose egg” on your head is one example.

As a Sports Doctor, you are to "guess" which sport or sports could these two bruises occur? List the sports.

Which injury do you think is the most dangerous? Why - give reasons.

 

6. Many colours of bruises: 

1.
Bruise
2.
Bruise
3.
Bruise

4.
Bruise

Read the following details and put the images of the bruises in the correct order.

"As you heal, an iron-rich substance in your blood -- called hemoglobin -- breaks down into other compounds. This process makes your bruise change colours:

It’s usually red right after the injury.

Within a day or two, it turns purplish or black and blue.

In 5 to 10 days, it may be green or yellow.

In 10 to 14 days, it’s yellowy-brown or light brown.

It should fade away totally in about 2 weeks.

 

 

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