Unit rationale, description and aim
Physiotherapists possess in-depth knowledge of pathology and are well equipped to assess and manage individuals with chronic conditions, co-morbidities, and those engaged in sport and exercise for health and wellbeing. Building on PHTY614 and prior learning, this unit explores current evidence on the pathology, prevention, and management of chronic disease. Students will develop and implement evidence-informed physical activity programs tailored to diverse populations across the lifespan. These include Aboriginal and Torres Strait Islander Peoples, other Indigenous and culturally diverse groups, individuals with chronic disease, children, adolescents, male, female, transgender and gender diverse populations, performing athletes, ageing athletes and athletes with disabilities. The unit also examines the impact of extreme environments and fatigue on performance. Through 40 hours of supervised professional practice, students will apply their knowledge in real-world settings. The aim of this unit is to equip students with advanced skills to identify health-related factors affecting specific populations and to design and deliver effective physical activity and exercise programs that enhance health, wellbeing, and sports performance in varied environments.
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.
Acquire and interpret information on the effects o...
Learning Outcome 01
Critically analyse and synthesise advanced knowled...
Learning Outcome 02
Design strategies for delivering culturally safe a...
Learning Outcome 03
Design, implement, conduct and reflect on evidence...
Learning Outcome 04
Content
Topics will include:
Exercise for optimising health, well-being, sports and performance that is:
- Incorporating physical activity, inactivity and sedentary behaviour: benefits, risks, guidelines, prescribing and motivating, enhancing self-management strategies for optimising health and psychological considerations.
- For people with chronic disease and conditions (including long COVID, chronic pain, mental health, cancer, diabetes, obesity, cardiovascular/ cardiorespiratory, neurological, orthopaedic, rheumatological, osteoporosis and osteoarthritis).
- For Aboriginal and Torres Island Peoples and peoples of other Indigenous background and cultural identities.
- For specific sporting populations including: children, adolescents and the ageing athlete, the female athlete, athletes with disabilities, the male athlete, the transgender, gender diverse and non-binary athlete, people exercising in extreme environments or sports and the tired athlete.
Assessment strategy and rationale
This unit uses standards-based assessment aligned with University requirements to support achievement of learning outcomes and development of graduate capabilities. The strategy integrates work-integrated learning and evaluates students’ ability to apply knowledge in professional contexts.
- Assessment 1: Patient/Athlete Education Resource Development
Students create an infographic and instructional video to educate a patient/athlete with chronic or complex conditions, demonstrating knowledge translation of exercise principles.
- Assessment 2: Pre-recorded Oral presentation aimed at a multidisciplinary audience
An oral presentation assesses students’ ability to critically evaluate and communicate advanced exercise programming for a specific sporting population to a multidisciplinary audience
- Assessment 3: Professional Practice Experience Placement (Graded Hurdle)
A professional practice experience involving 40 hours of supervised placement, mentoring, and case reflections. Students are assessed on their ability to apply clinical reasoning and reflective practice in diverse settings. Performance is evaluated by a University-assigned Professional Practice Educator.
Overview of assessments
In order to pass the unit, students must demonstrate that they have achieved each learning outcome, passed the graded hurdle assessment task and achieved an aggregate score of >50% in the unit as the minimum standard.
Assessment 1 Patient/athlete education through a...
Assessment 1
Patient/athlete education through a video and infographic:
Requires students to translate exercise principles into practical education tools by developing an infographic, and an instructional video for a patient with a chronic disease or complex condition. The patient may be from any background. However, the resources must include strategies for delivering culturally safe and effective care for Aboriginal and Torres Strait Islander peoples and other priority populations, as outlined in the Learning Management System.
If the selected patient is not from one of these populations, students should demonstrate how their tools could be adapted or extended to ensure cultural safety and relevance for Aboriginal and Torres Strait Islander peoples and other groups.
25%
Assessment 2 Oral presentation: Requires studen...
Assessment 2
Oral presentation:
Requires students to demonstrate advanced knowledge and critical analysis and synthesis skills for assessing and communicating information for exercise program(s) for a specific sporting population or environment, presenting to a multidisciplinary audience.
The presentation is to be delivered to the student’s Professional Practice Educator during their clinical placement and subsequently uploaded to the Learning Management System for assessment purposes.
25%
Assessment 3 *Graded Hurdle Professional practi...
Assessment 3
*Graded Hurdle
Professional practice experience
Professional practice experience in the form of a clinical placement (40 hours) requiring supervised practice, mentoring, case reflections to assess students' ability to critically analyse and apply knowledge, understanding, skills, clinical reasoning and reflective practice for assessment, development and implementation of evidence-based physical activity and exercise programs for health, wellbeing, sports and performance for people of all ages, cultures, abilities and health status, across diverse environments.
*Graded Hurdle
50%
*Graded Hurdle
The professional practice experience placement (graded hurdle) provides the Educator with the opportunity to assess a student's clinical skills and decision-making capabilities in this unit by reviewing a student’s case reflections and video recordings of various injuries over eight weeks. The task evaluates students’ ability to apply knowledge and clinical reasoning in authentic exercise-based environments, essential for safe and competent Physiotherapy practice.
Accrediting bodies (e.g., APA, AHPRA, IFSPT) require demonstration of clinical competency ensuring students meet professional and safety standards. This graded hurdle provides a formal mechanism to assess and document this competency, ensuring students meet professional expectations before progressing.
Students must achieve a minimum of 50% for the placement to pass this task. If a student does not meet this standard, no further attempts are permitted, and the unit must be repeated.
Students must provide evidence of completing ~40 hours of professional practice experience by submitting a detailed logbook at a date stipulated on the LMS. This includes documentation of supervised activities, mentoring, and case reflections.
Learning and teaching strategy and rationale
This unit adopts an active learning approach to support students in exploring essential knowledge in the discipline. Students engage with a variety of online learning activities, including readings, recorded lectures, discussion forums, tutorials, and practicals. Asynchronous discussions and optional synchronous sessions encourage students to share examples, apply concepts, and collaborate with peers. Regular feedback supports progress and reflection.
With content delivered online, the unit guides students from knowledge acquisition to understanding and application. Learning activities focus on health, exercise, and sports performance across diverse populations, including Aboriginal and Torres Strait Islander Peoples, culturally diverse groups, individuals with chronic disease, children, adolescents, ageing athletes, male, female and performing athletes, athletes with disabilities, transgender, gender diverse and non-binary athletes and those in extreme environments.
A key component is approximately 40 hours of supervised professional practice, where students apply clinical reasoning to assess, design, and implement evidence-based physical activity programs. This experience fosters skills in advocacy and collaborative practice.
Students are expected to take responsibility for their learning, actively participating in all activities and engaging respectfully with peers and mentors.