Teaching organisation150 hours of focused learning.
Unit description and aim
The ability to assess, prescribe and deliver safe and effective exercise interventions at the individual, community and population level to increase physical activity and improve health is central to exercise science practice. This unit will support your assimilation and integration of knowledge and practical skills acquired in other sub-disciplines of exercise science. In particular, you will work with clients to advance your skills in assessment and adapt your prescription and delivery of exercise in a professional practice setting. Importantly, the knowledge and skills will be applied and reflected upon in a series of high–fidelity professional practice experiences in the unit.
On successful completion of this unit, students should be able to:
LO1 - Appraise the quality of evidence-based physical activity interventions to design an effective culturally inclusive intervention to address physical activity and sedentary behaviours health and wellbeing of a local community. (GA1, GA2, GA4, GA5, GA6, GA7, GA0 and GA10)
LO2 - Demonstrate exercise science professional practice in a professional practice environment towards competency standards expected when working with healthy clients. (GA1, GA2, GA3, GA4, GA5, GA7, GA8, GA9)
LO3 - Critically reflect and communicate on exercise science practices in a professional practice environment as it relates to the ESSA Exercise Science Professional Standards and Scope of Practice after working with healthy clients (GA1, GA2, GA4, GA5, GA7, GA7, GA8, GA9, GA10)
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA3 - apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA6 - solve problems in a variety of settings taking local and international perspectives into account
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
Topics will include:
- Structure of the Australian health care system
- Disease prevention programs at the public health, primary, secondary and tertiary levels targeting physical activity and sedentary behaviours Physical activity and health screening and risk stratification
- Evidence-based physical activity interventions designed for effective culturally inclusive intervention (e.g. Aboriginal and Torres Strait Islander Peoples) to address physical activity and sedentary behaviours, health and wellbeing of a local community.
- Assessment of client’s health and interpreting results
- Design of evidence-based exercise interventions to address individual client needs
- Reflection of professional performance and exercise science service delivery
Learning and teaching strategy and rationale
This unit adopts an integrative model of work-integrated learning (WIL) underpinned by several educational theories including, but not limited to, Knowles’ adult learning theory (Knowles, 1984) and Kolb’s experiential learning theory (Kolb, 1984), and Mezirow’s transformational learning theory (Mezirow, 1991) to deliberately engage student practitioners in different modes of learning within the context of a simulated professional clinical workplace. Herein, student practitioners are supported by a team of sponsors, to assimilate knowledge in the management of real clients. The teaching activities used in this unit aim to facilitate active learning, inquiry based learning, and small-group work. The unit consists of short online lectures, practical workshops, web-based learning, peer observation and professional practice experience. These activities will provide students with appropriate access to required knowledge and understanding, and opportunities for application and practical skill development, in exercise-based contexts to meet the aim and learning outcomes of the unit. The teaching and learning strategies also reflect respect for the individual as an independent adult learner, with students expected to take responsibility for their learning and to participate actively within group activities and gym-based environments.
Assessment strategy and rationale
This unit features authentic learning activities which are reflective of students’ professional practice and development of their professional identity. As such the assessment strategy is aligned with the key learning activities and aims to allow students to demonstrate their knowledge and skills through the authentic and experiential learning opportunities in the unit. Students explore population-based health intervention before having the opportunity to develop an individual-based health intervention. The ability to apply their skills across various populations addressing groups and individuals is essential for developing their professional practice. Further, students will reflect upon their experiences as part of the assessment strategy which will allow them to further consolidate their skills and identify any knowledge/skills gasp to be addressed prior to professional practice.
Health Promotion Proposal - The ability develop and present an exercise intervention targeting a population in need is an essential skill for an exercise scientist. As an assessment this activity asks students to apply for a ‘grant’ in which students must evaluate and identify a local community in need, develop a coherent evidence informed intervention and evaluation plan in a competitive environment. The task requires the knowledge and skills to be competitive and these skills have been noted as lacking in the exercise science profession.
Exercise Science Service Delivery - Students ability to plan, program, deliver and monitor progress of a client-centred exercise/physical activity intervention integrating knowledge and understanding of sub-disciplines of exercise science is essential for their professional practice. This unit will evaluate students’ practical skills and provide feedback on their competency towards a graduate exercise scientist. Further, student’s ability to communicate and reflect on their professional practice is important for exercise scientists. As such assessment items will incorporate professional reflection of their practice as well as formulating case reports for clients.
Overview of assessments
|Brief Description of Kind and Purpose of Assessment Tasks||Weighting||Learning Outcomes||Graduate Attributes|
Written Proposal and Presentation.
Enables students to develop evidence-based exercise interventions to address Australian healthcare problems
GA1, GA2, GA4, GA5, GA6, GA7, GA0 and GA10
Exercise Science Service Delivery.
Enables students to demonstrate minimum competency standard expected of an exercise scientist when working with healthy clients.
Based on 7 F2F client sessions - criteria used weekly. An average of final 3 F2F sessions forms grade
GA1, GA2, GA3, GA4, GA5, GA7, GA8, GA9
Case Conference and Reflection.
Enables students to produce evidence-based exercise programs and critically reflect on exercise science practices after working with healthy clients.
GA1, GA2, GA4, GA5, GA7, GA7, GA8, GA9, GA10
Representative texts and references
Student Manual - Exercise and Sports Science Australia.
ACSM Exercise testing and prescription
ACSM position stand – Quality and Quantity of physical activity of apparently healthy individuals.
Exercise & Sports Science Australia (2014) Code of professional conduct and ethical practice. https://www.essa.org.au/wp-content/uploads/2014/06/Code-of-Professional-Conduct-and-Ethical-Practice_FINAL2014.pdf
Hayes, SC, Spence, RR, Galvao, DA, & Newton, RU (2009). Australian Association for Exercise and Sport Science position stand: Optimising cancer outcomes through exercise. Journal of science and medicine in sport, 12, 428-434. http://www.gcep.com.au/pdf/AAESS_Cancer_position_statement.pdf