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.
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.
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 s...
Assessment 1: Introductory anatomy quiz
Enables students to demonstrate their understanding of course content
10%
Assessment 2: Upper limb spot test Enables studen...
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 Enable...
Assessment 4: End-of-semester written exam
Enables students to demonstrate their understanding of course content
30%
Learning and teaching strategy and rationale
This unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university. Learning and teaching strategies include active learning, case-based learning, individual and group activities, cooperative learning, and reflective/critical thinking activities, delivered over 12 weeks. This range of strategies will provide students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of competency in the ability to identify, describe and understand human anatomy. These strategies will allow students to meet the aim, learning outcomes and graduate attributes of the unit, as well as professional practice standards. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively within group activities.