Unit rationale, description and aim

To be a competent Exercise Scientist, the knowledge and skills students have gained must be able to be transferred to a professional context, with increasing autonomy and confidence. Professional experience provides students with the opportunity to apply the knowledge, skills and attributes of a professional in a work context and gain the experience under the supervision of qualified professionals, in order to begin the transition from learner to practitioner. Experiential learning through real-world professional experience placements will enable students to develop expertise measured through professional standards set for ESSA Exercise Scientist accreditation, whereby students, as graduates, can apply knowledge and skills to operate effectively in an ethically responsible manner, communicate effectively and be able to integrate and apply their learning to help support client's needs. By undertaking professional experience placements, students will critically reflect upon their professional practice through feedback from their supervisor. The aim of the unit is to provide an authentic learning experience in which students are able to integrate evidence-based learnings in applied professional settings, in order to critically reflect on their career path, and meet the ESSA Professional Practice graduate outcomes required for Exercise Science Accreditation.

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Prerequisites

ANAT100 Anatomical Foundations of Exercise Science AND EXSC204 Exercise Prescription and Delivery AND EXSC216 Resistance Training: Science and Application AND EXSC224 Mechanical Bases of Exercise AND EXSC225 Physiological Bases of Exercise AND EXSC206 Professional Experience Preparation

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Demonstrate professional practice knowledge, skill...

Learning Outcome 01

Demonstrate professional practice knowledge, skills and attributes for employment opportunities in exercise science
Relevant Graduate Capabilities: GC2, GC7, GC11

Design and implement an evidence-based professiona...

Learning Outcome 02

Design and implement an evidence-based professional practice service which integrates knowledge, skills, and attributes of exercise science
Relevant Graduate Capabilities: GC2, GC6, GC7, GC8, GC9, GC12

Critically reflect on feedback from a variety of s...

Learning Outcome 03

Critically reflect on feedback from a variety of sources including placement supervisor(s), peers, and self to improve professional practice in a work context
Relevant Graduate Capabilities: GC7, GC9

Demonstrate competency of professional practice as...

Learning Outcome 04

Demonstrate competency of professional practice as an exercise scientist in a work context
Relevant Graduate Capabilities: GC2, GC3, GC4, GC7, GC8, GC9, GC12

Content

This unit requires the completion of a minimum of 140 hours of professional experience placements in accordance with ESSA requirements for placement.  

  • Exercise science practice. 
  • Professional development planning.
  • Critical reflection of competency, based on a variety of feedback.
  • Preparing for job applications.
  • How to record placement hours.

 

Content delivery is arranged as required to support these placements and the underpinning theoretical components. This content includes: 

  • Application of principles and practices in Exercise Science. 
  • Professionalism in work contexts. 
  • Exercise and Sports Science Australia Code of Professional Conduct and Ethical Practice.

Assessment strategy and rationale

EXSC398 draws upon both internal and external placement experiences to facilitate continual reflection upon professional practice and skills, promoting professional growth. The assessment strategy aligns with the concepts of job-readiness, by demonstrating professional competency and continuing professional development. 

Assessment 1. Professional Portfolio: Enables students to demonstrate understanding of the job market through the preparation of quality documentation needed to apply for professional roles.

Assessment 2. Design and implement an Evidence-Based Service: Students practice service delivery methods through simulated and placement experiences with feedback provided by supervisors, staff, and peers.

Assessment 3. Professional Development: Being life-long learners is critical in ensuring that students remain contemporary. Students will reflect upon their practice and research further professional development activities.

*Ungraded Hurdle. Competency Assessment: Competency as an exercise professional evaluated by supervisors while on placement to demonstrate professional practice skills as required for accreditation purposes. 

Overview of assessments

To pass the unit, students must demonstrate achievement of every unit learning outcome, pass the hurdle task, and obtain a minimum mark of 50%.

Assessment 1- Written task Professional Portfoli...

Assessment 1- Written task

Professional Portfolio

Enables students to assemble a professional portfolio for a mock industry-specific job in a competitive opportunity, demonstrating knowledge of the skills and understanding required for a job in the field of exercise science.

Weighting

20%

Learning Outcomes LO1, LO4

Assessment 2 - Written reflection Design and imp...

Assessment 2 - Written reflection

Design and implement an evidence-based service

Enables students to demonstrate their professional practice skills relevant for their scope of practice through simulated and professional placement experiences and reflect upon their performance 

Weighting

40%

Learning Outcomes LO2, LO3, LO4

Assessment 3 - Written and recorded Profession...

Assessment 3 - Written and recorded

Professional Development

Allows students to critically reflect and identify aspects of their professional practice which they determine require improvement and plan professional development activities to improve their practice 

Weighting

40%

Learning Outcomes LO3, LO4

Ungraded Hurdle* - Competency as an Exercise Scie...

Ungraded Hurdle* - Competency as an Exercise Scientist

Students must demonstrate the application of discipline-specific knowledge, understanding and skills within the scope of practice for an accredited exercise scientist. Supervisors will complete an evaluation of student’s performance while undertaking placements 

Weighting

*Ungraded

Hurdle task

Learning Outcomes LO1, LO2, LO4

*Students must satisfactorily complete ESSA mandated placement activities and hours across at least 2 suitably supervised sites to complete professional experience hours. If a student is graded unsatisfactory on any placement, the hours do not count and another placement must be completed. Failure to pass two placements will result in the student failing this hurdle task and therefore failing the unit.

Learning and teaching strategy and rationale

EXSC398 consists of weekly 2 hour workshops on campus in semester 1 to consolidate important areas of professional practice, plus 140 hours of professional experience placements, completed throughout a student’s final year.

Learning and teaching strategies include:

Authentic learning and case-based learning through application of knowledge, understanding and skills of course learnings under the supervision of a qualified professional in a professional workplace environment for a minimum of 140 hours

Active learning which will allow students to develop effective professional verbal and non-verbal communication skills by interaction with both clients and professionals in the exercise science field.

Critical reflective thinking activities which will give a greater awareness of the scope of practice of an Exercise Scientist within ESSA’s Code of Professional Conduct and Ethical Practice

These allow students to meet the aims and learning outcomes of the unit. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students are expected to take responsibility for their learning and to participate actively during placements.

In addition, completion of this unit will allow students to meet mandatory Professional Practice outcomes required for Accreditation through ESSA as an Exercise Scientist on the completion of their degree.

Representative texts and references

Representative texts and references

ACU Inspire Toolkit https://inspire.acu.edu.au/evidence-toolkit

American College of Sports Medicine (ACSM) (2020). Guidelines for Exercise Testing and Prescription (11th ed.). Lippincott Williams.

Coombes, J.S. and Skinner, T.L. (2014). ESSA student manual for health, exercise and sport assessment. Mosby and ESSA.

Careers advice and content provided by the ACU Careers and Employability unit.

Exercise and Sports Science Australia. (2024). Accredited Exercise Scientist Professional Standards for Accreditation and Guide. https://essa.org.au/Web/Resources/Standards/aes-professional-standards.aspx  

Exercise and Sports Science Australia.(2025). Accredited Exercise Scientist Scope of practice. Retrieved on 14 May 2025 from: https://essa.org.au/Web/Web/Accreditation/Staying-accredited/scopes-of-practice.aspx?hkey=b3317a19-fc62-401f-86fe-26c605b572af

Exercise and Sports Science Australia (2025) Code of Professional Conduct and Ethical Practice. Retrieved on 14 May 2025 from: https://www.essa.org.au/Web/Web/Resources/Standards/code-of-professional-conduct-and-ethical-practice.aspx

Exercise and Sports Science Australia. (2022). Continuing Professional Development Standards. Retrieved on 14 May 2025 from: https://www.essa.org.au/Web/Resources/Standards/cpd-standards.aspx

Exercise and Sports Science Australia. (2021). Practicum Standards. Retrieved on 14 May 2025 from: https://essa.org.au/Web/Resources/Standards/Practicum-standards.aspx

Kolb, A., & Kolb, D. (2018). Eight important things to know about the experiential learning cycle. Australian educational leader40(3), 8-14.

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