EXSD122 - Research and Ethics in Exercise Science

Year

Credit points

Campus offering

Prerequisites

Nil

Incompatible

EXSC122 Research and Ethics in Exercise Science , EXSC217 Research and Ethics in Exercise Science

Unit rationale, description and aim

Understanding research design, methodology and statistics is fundamental for Exercise Scientists to engage in effective evidence-based practice. Additionally, an awareness of the ethical considerations, in both prescribing exercise and conducting research, underpins any effective practice in the Exercise Science industry. This unit introduces students to key principles of ethics, research methodology and statistical analysis in Exercise Science. Students are required to critically appraise research methodology and apply this knowledge and understanding as well as appropriate analysis methods to research design contexts. The aim of this unit is to provide students with an understanding of ethics in Exercise Science and research methodology, as well as to develop skills in critical evaluation and statistical analysis. 

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.

Content

Topics will include:

• Ethical/legal principles and processes in Exercise Science research
• Ethical/legal principles and processes in Exercise Science practice
• Ethical processes working with Aboriginal and Torres Strait Islander Peoples in Exercise Science practice
• Fundamentals of conducting Exercise Science research
• Research methodology in Exercise Science
• Evaluating research
• Academic writing
• Statistical considerations and assumptions
• Descriptive statistics
• Comparative statistics
• Relationship statistics
• Introduction to non-parametric statistics

Learning and teaching strategy and rationale

The learning and teaching strategies of this unit are designed to allow students to meet the aims and learning outcomes of the unit, and graduate attributes of the University. They are intended to reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to engage actively with unit content and learning activities.

Content for the unit is delivered via a series of 10 online modules, each accompanied by an online quiz assessing basic knowledge of key concepts. This basic knowledge is then built upon through inquiry-based tutorial activities that encourage active learning in both individual and group scenarios. Tutorial activities facilitate a deeper understanding and application of the content as well as directly preparing for further assessments. Students are also asked to problem solve and work collaboratively on a research project that involves design, data collection, analysis, and academic writing.

Further to this, to ensure students are ready to transition from the Diploma and articulate into the second year of undergraduate study, transition pedagogies will be incorporated into the unit as the key point of differentiation from the standard unit. This focuses on an active and engaging approach to learning and teaching practices, and a scaffolded approach to the delivery of curriculum to enhance student learning in a supportive environment. This will ensure that students develop foundation level discipline-based knowledge, skills and attributes, and simultaneously the academic competencies required of students to succeed in this unit.

Assessment strategy and rationale

A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. In order to successfully complete this unit, students must achieve an aggregate mark of greater than 50% as well as complete one hurdle task (Assessment 4).

This unit requires students to demonstrate their understanding of the content and to be able to apply this to a scientific investigation. Assessment tasks have been designed and scheduled to both facilitate this learning and evaluate its attainment.

Assessment 1 is a series of low stakes assessments relating to weekly content, which provides students with the opportunity to demonstrate their current knowledge as well as provide a staged approach to enhance student learning. Assessment 2 allows students to demonstrate a deeper understanding of key concepts as well as critically appraise research methodology. Assessment 3 and 4 allow students to apply all concepts covered in the unit through a scientific investigation.

Strategies aligned with transition pedagogies will be utilised to facilitate successful completion of the unit assessment tasks. For each assessment, there will be the incorporation of developmentally staged tasks with a focus on a progressive approach to learning. This will be achieved through activities, including regular feedback, particularly early in the unit of study to support their learning; strategies to develop and understand discipline-specific concepts and terminology; in-class practice tasks with integrated feedback; and greater peer-to-peer collaboration.

Overview of assessments

Representative texts and references

Baumgartner, T. A., Hensley L. D., Zhu, W., & Hodges Kulinna, P. (2021). Conducting and reading research in kinesiology (6th ed.). Jones & Bartlett Learning.

Kerridge, I., Lowe, M., & McPhee, J. (2013). Ethics and law for the health professions (3rd ed.). The Federation Press.

Liamputtong, P. (Ed.). (2017). Research methods in health: Foundations for evidence-based practice (3rd ed.). Oxford University Press.

Weir, J. P., & Vincent, W. J. (2020). Statistics in kinesiology (5th ed.). Human Kinetics.