Unit rationale, description and aim
Participating in sport and physical activity is of critical importance to the health of the individual, community and population. Participation in sport and physical activity reduces the risk of disease, brings communities together, benefits the local economy and improves and maintains overall quality of life through enhanced mental and social wellbeing. Indeed, physical inactivity is linked to numerous health conditions that are Australian Government National Health Priority Areas, including obesity, diabetes, cardiovascular disease, cancer and mental health disorders. Exercise Scientists are professionals with the knowledge and skills to apply the science of exercise to develop interventions that improve health, fitness, well-being and performance. The aim of this unit is to engage and immerse students by introducing them to foundational knowledge, skills, and attributes of the Exercise Scientist. To meet this aim, the unit introduces students to the scope of practice of the profession and gives them a diverse range of exercise science practical experiences.
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.
Explain why there is a need for the Exercise Scien...
Learning Outcome 01
Describe the scope of practice of an exercise scie...
Learning Outcome 02
Accurately conduct, interpret and communicate the ...
Learning Outcome 03
Evaluate on the outcomes of their practical experi...
Learning Outcome 04
Content
Topics will include:
- Landscape of activity and health and different groups in need
- Importance of exercise for wellbeing
- Health and fitness professions and scopes of practice
- Foundational interpersonal skills and reflective practice
- Foundation of exercise science principles relevant to tests and exercise
- Testing and exercise modes including
- Resting measures
- Body composition
- Cardiovascular
- Resistance
- ROM /Flexibility
- Sports Performance
Assessment strategy and rationale
In order to best enable students to achieve unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies are used. Assessment 1 assesses students understanding of the need for Exercise Science Professional and its Scope of Practice via a short presentation. For Assessment 2, students demonstrate knowledge they have developed on collating exercise testing data and interpreting the results in a written report. Students will also reflect on how these tests fit within the profession of an Exercise Scientist. Assessment 3 is a practical assessment in which students demonstrate skills and knowledge they have developed in conducting various exercise tests. Students are required to interpret and communicate the outcomes which may either be provided to them or collected during the practical assessment.
Overview of assessments
Short Presentation Assesses students understandin...
Short Presentation
Assesses students understanding of the need for Exercise Science Profession and its Scope of Practice
15%
Health and Well-being Portfolio Collate and inte...
Health and Well-being Portfolio
Collate and interpret test results on personal health, fitness and/or performance. Reflect on how these tests fit within the profession of an Exercise Scientist
50%
Practical Assessment Conduct tests, interpret, an...
Practical Assessment
Conduct tests, interpret, and communicate test outcomes.
35%
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 that combine individual and group-based (collaborative) activities, case-based learning and reflective/critical thinking activities, which will be delivered across 12 weeks or equivalent. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university. This range of strategies will provide students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of basic practical skills in exercise assessment. These strategies will allow students to meet the aim and learning outcomes of the unit, and develop graduate attributes, 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