Unit rationale, description and aim
An understanding of the impact of growth, motor development and ageing, across the lifespan, on the systems and motor output of the human body is central to all disciplines of exercise science practice, foundational to the further study and application of exercise science and critical in the attainment of exercise scientist accreditation. Students will be exposed to knowledge on pre- and post-natal growth, the effect of growth, maturation and ageing on key human physiological systems, the process of motor development, the classification of skills, the effects of constraints on motor skill acquisition and some fundamental motor learning theory. Students will gain skills in applying this knowledge to complete assessment of human fundamental movement patterns.
These knowledge, understanding and skills will be further expanded on in later units of study, particularly EXSC230 - Motor Control and Learning. Therefore, the aim of this unit is to provide students with much of the foundational knowledge for Exercise Scientist accreditation and practice, preparation for further study in the sub-discipline of Motor Control and integration of these elements to perform fundamental movement assessments.
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.
Describe how key human physiological and psycholog...
Learning Outcome 01
Explain how maturation and developmental factors i...
Learning Outcome 02
Outline the effect that individual and environment...
Learning Outcome 03
Evaluate the influence of physical activity, matur...
Learning Outcome 04
Integrate knowledge of coordination and motor deve...
Learning Outcome 05
Content
Topics will include:
- Prenatal growth
- Pregnancy
- Postnatal Growth
- Infancy and childhood
- Growth and motor development patterns
- Measurement of growth and development
- Cross-cultural differences in milestones of motor development including Aboriginal and Torres Strait Islander Peoples
- Timing and sequence of changes during adolescence
- Gender differences
- Sporting injuries in the growing athlete
- Fundamentals of Motor Development and Learning
- Early Motor Development
- Reflexes
- Rudimentary movements
- Fundamental Motor Skills
- Development of FMS
- FMS progression to specialised movements
- Sensory Perception
- Perception-Action in development
- Structural changes to the skeletal, muscular, cardiovascular, respiratory and nervous system with ageing
- Exercise and ageing
- Falls and ageing
- The ageing motor system
Assessment strategy and rationale
The assessments in this unit are designed to support student learning and provide meaningful feedback as students progress. Each task aligns with the unit’s learning outcomes, builds graduate capabilities, and develops their knowledge and skills step by step.
Students will begin with Assessment 1 and 2, two quizzes that assess foundational knowledge and provide early feedback to guide further learning.
Assessment 3 focuses on applying this knowledge through case studies, where students will critically analyse how factors such as age, culture, and environment influence motor development. This task strengthens problem-solving and prepares students for real-world contexts.
Assessment 4 is a capstone task requiring an in-depth analysis of motor development across the lifespan. Students will assess a fundamental motor skill, justify choice of assessment methods, and reflect on cultural and environmental influences on performance. This consolidates theoretical understanding and practical skills, ensuring students are prepared to design developmentally appropriate exercise interventions.
Overview of assessments
Campus attendance mode Assessment Task Table is provided for students that participate in EXSZ187 Growth, Motor Development and Ageing during secondary school holidays, with a small number of online classes prior to and/or after the intensive campus-based classes;
Online mode Assessment Task Table is provided for students that participate in EXSZ187 Growth, Motor Development and Ageing during a normal university semester period, with classes delivered weekly and typically one night per week.
CAMPUS ATTENDANCE MODEAssessment Task 1: Quiz Assess knowledge and und...
Assessment Task 1: Quiz
Assess knowledge and understanding of content and concepts introduced early in the course.
10%
Assessment Task 2: Quiz Assess knowledge and und...
Assessment Task 2: Quiz
Assess knowledge and understanding of content and concepts introduced early in the course.
10%
Assessment Task 3: Written Assignment Asse...
Assessment Task 3: Written Assignment
Assess a developmental scenario and apply theoretical concepts to a practical example.
30%
Assessment Task 4: Written Assignment Evaluate m...
Assessment Task 4: Written Assignment
Evaluate motor development over the lifespan, justifying assessment methods and reflecting on broader developmental influences.
50%
ONLINE MODE
Assessment Task 1: Quiz Assess knowledge and und...
Assessment Task 1: Quiz
Assess knowledge and understanding of content and concepts introduced early in the course.
10%
Assessment 2: Quiz Assess knowledge and underst...
Assessment 2: Quiz
Assess knowledge and understanding of content and concepts introduced early in the course.
10%
Assessment Task 3: Written Assignment Asse...
Assessment Task 3: Written Assignment
Assess a developmental scenario and apply theoretical concepts to a practical example.
30%
Assessment Task 4: Written Assignment Evaluate m...
Assessment Task 4: Written Assignment
Evaluate motor development over the lifespan, justifying assessment methods and reflecting on broader developmental influences.
50%
Learning and teaching strategy and rationale
EXSC187 introduces students to foundational knowledge of the human body’s physiological and psychological systems and supports integration of this knowledge across exercise science sub-disciplines. The unit adopts an inquiry-based learning approach, encouraging independent, problem-solving skills in real-world contexts. A student-centred, blended learning model combines self-paced online resources with face-to-face classes, offering early feedback and tailored support to assist students' transition to university. These strategies align with graduate capabilities, professional accreditation standards, and the unit’s learning outcomes.
The unit comprises two modules. The first covers how human systems grow and develop across key life stages, including major milestones from early development to ageing. The second builds on this foundation, exploring how these systems interact to shape individual development and preparing students to apply this knowledge when working with diverse clients. Learning is scaffolded within and across modules to promote integration and critical thinking.
Active learning is central, using inquiry-based and collaborative activities that foster reflection and practical application. Through case studies and hands-on tasks, students will develop skills in assessing movement patterns and applying theoretical concepts to practice – essential for future studies and professional roles in exercise science.