Unit rationale, description and aim
The ability to be able to identify, describe and understand the neuromusculoskeletal structures of the human body is central to exercise science practice. These knowledge and skills are consistent with the professional standards of several accreditation bodies, including those for Exercise Science.
This unit provides an introduction to anatomical terminology, and structural neuromusculoskeletal anatomy as a foundation of Exercise Science. It includes surface, gross, systemic, regional and developmental neuromusculoskeletal anatomy, foundational for understanding exercise, body mechanics, growth, skill development, movement patterns, and implications for health.
The aims of this unit are to provide students with an ability to identify, describe and understand the neuromusculoskeletal structures of the human body.
Campus offering
No unit offerings are currently available for this unitLearning 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.
Identify organs of the neuromusculoskeletal system...
Learning Outcome 01
Classify bones and joints of the appendicular skel...
Learning Outcome 02
Identify skeletal muscles of the limbs and trunk, ...
Learning Outcome 03
Demonstrate knowledge of the somatic innervation o...
Learning Outcome 04
Content
Topics will include:
- Introduction to anatomical terminology: anatomical position, planes, movements.
- Osteology: classification of bones by shape, function of bone organs, identification of bone organs and bone markings
- Arthrology: classification of joints by structure and degrees of freedom, identification and classification of joints of the appendicular skeleton
- Myology: classification of skeletal muscles by shape, types of muscle contraction, roles of skeletal muscles
- Muscles of the upper limb: names, attachments, actions, innervation.
- Muscles of the lower limb: names, attachments, actions, innervation.
- Muscles of the trunk (thorax, abdomen, spine, pelvis): names, arrangements, actions, innervation.
Assessment strategy and rationale
It is expected by the course accrediting body (Exercise and Sports Science Australia – ESSA) that learning in the anatomy curriculum be assessed through written and practical tasks that require demonstration of key conceptual and theoretical knowledge and the ability to identify anatomical structures. As such, spot tests are used to assess competency in the skills of identifying neuromusculoskeletal structures and a written exam is implemented to assess the student learning of the content. The assessment timing and distribution across the semester is designed to modularize the content to enable the students to focus on their learning during these specific weeks, and to provide timely feedback to guide progression through the unit. The emphasis on the practical application of knowledge through the use of multiple spot tests will build a foundation for students as they move through the curriculum.
Overview of assessments
Assessment 1: Introductory anatomy quiz Enables ...
Assessment 1: Introductory anatomy quiz
Enables students to demonstrate their understanding of course content
10%
Assessment 2: Upper limb spot test Enables stude...
Assessment 2: Upper limb spot test
Enables students to demonstrate competency in skills required for professional practice
30%
Assessment 3: Lower limb and axial skeleton spot...
Assessment 3: Lower limb and axial skeleton spot test
Enables students to demonstrate competency in skills required for professional practice
30%
Assessment 4: End-of-semester written exam Enab...
Assessment 4: End-of-semester written exam
Enables students to demonstrate their understanding of course content
30%
Learning and teaching strategy and rationale
To support the learning experience of students in ways that are the most engaging, the approach to learning and teaching is via active learning where students are supported through the provision of learning resources and class activities (either in physical or virtual classrooms) to take responsibility for their individual learning. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress. The use of the Learning Management System (LMS) is integral to the delivery of the learning and teaching strategy. Students are expected to participate in the activities provided either in class or online and to be able to extend their learning through working alongside other students and undertaking individual research and activities.
ANAZ100 is delivered in different modes. Students will only study in one of these modes. The modes are:
- Campus attendance mode during secondary school holidays, with a small number of online classes prior to and/or after the intensive campus-based classes;
- Online mode during a normal university semester period, with classes delivered weekly and typically one night per week.