NUTR101 - Introduction to Nutrition

Year

Credit points

Campus offering

Prerequisites

Incompatible

EXSC118 Nutrition and Exercise ,

Unit rationale, description and aim

An understanding of the principles of nutrition as they relate to health and exercise, requires a life-long evidence-based approach towards understanding and applying the factors that link food, nutrition, exercise and health. This unit will assist students to acquire foundation knowledge of food composition, the macro and micronutrients and other bioactive substances, that contribute towards maintaining normal cell function; nutrient transport and storage; metabolism and water and electrolyte balance, as these relate to energy metabolism for health and exercise. Principles of healthy eating, dietary guidelines and nutrient reference values are introduced, with concepts of energy balance nutrition assessment, and nutrient composition of foods and diets explored. Nutritional strategies for training, competition, recovery, and hydration, will also be considered with respect to scope of practice and appropriate referral pathways .The aim of this unit is to help students build a strong nutrition foundation from which to they can continue to develop knowledge, understanding and skills relevant to health and exercise as they relate to professional practice in food, nutrition, and exercise.

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.

On successful completion of this unit, students should be able to:

LO1 - Describe the nutritive and non-nutritive components of food, (macro- and micronutrients, other bioactive components and non-nutrients), their sources and their role in health and exercise (GA5). 

LO2 - Understand the principles and methods of measurement and estimation of nutritional and energy requirements of the general and athletic populations (GA4, GA5).

LO3 - Critique the evidence supporting nutritional practices for health and exercise (GA4, GA5, GA8). 

LO4 - Justify the choice of techniques for assessment of dietary intake, including data collection, analysis and interpretation in individuals, groups and populations (GA5, GA8, GA10). 

LO5 - Articulate evidence-based scientific principles and benefits of dietary principles for the general and athletic population including cultural factors that may influence food choices and the consequences of poor nutrition in these populations (GA4, GA5, GA8). 

Graduate attributes

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA10 - utilise information and communication and other relevant technologies effectively.

Content

Topics will include: 

• Food composition and function
• Physiology of digestion and absorption
• Energy metabolism, energy balance, and hydration 
• Nutrient reference values and dietary guidelines for healthy eating
• Sports nutrition strategies
• Undernutrition and overnutrition in health and exercise
• Nutritional supplements, ergogenic aids, and evidence-based approaches to diet/nutrition information, and fad diets
• Methods of dietary assessment and evaluation  
• Nutritional supplements, ergogenic aids, and evidence-based approaches to diet/nutrition information, and fad diets
• Scope of practice and referral pathways for inappropriate dietary behaviours
• Aboriginal and Torres Strait Islanders traditional diets and Indigenous food guide

Learning and teaching strategy and rationale

The learning and teaching strategies adopted in this unit have a constructively aligned developmental sequence designed to progressively and logically support students’ learning. The unit begins with approaches designed to support acquisition of the knowledge needed to understand introductory food and nutrition concepts in health and exercise. It builds on this by progressing to activities that support the development of a theoretical understanding of concepts and principles needed to inform skills development. The final stage involves approaches that support students in the application of their understanding in the development of skills needed to progress with their studies in nutrition. . As an overarching strategy, this is known to engender higher levels of engagement, efficiency and effectiveness in students’ study behaviours, and to maximise their learning achievements. 

Learning and teaching approaches include active learning, case-based learning, individual and group activities, cooperative learning, online learning, and reflective/critical thinking activities, delivered over 12 weeks. This range of approaches will provide students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of practical skills. These approaches will allow students to meet the aims, learning outcomes and graduate attributes of the unit. Learning and teaching approaches will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively in learning activities.  

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 in ways that support the developmental sequence of the learning and teaching strategy. The three phases of the strategy are reflected by integration of three appropriate assessment tasks.

 A written task early in semester will provide students with the opportunity to demonstrate techniques for nutritional status assessment as well as written communication skills through interpretation of dietary habits.  

The second assessment task requires students to present newly acquired knowledge and develop their ability to communicate reasoning and understanding through a literature review.

The final assessment task provides students with the opportunity to demonstrate the depth and breadth of their understanding of the unit content and demonstrate their oral communication skills. 

The assessment tasks will allow unit coordinators to assess students’ demonstration of the learning outcomes and attainment of graduate attributes. 

Overview of assessments

Representative texts and references

Whitney, E.N., Rady Rolfes, S., Crowe, T., Walsh, A. (2019) Understanding Nutrition: Australian and New Zealand Edition (4th Ed.). South Melbourne, Australia: Cengage Learning Australia.

Australian Government Department of Health. (2015) Australian Dietary Guidelines. https://www.eatforhealth.gov.au/ 

Australian Government Department of Health. (2015) Nutrient Reference Values for Australia and New Zealand. https://www.nrv.gov.au/ 

Gibney, M.J, Lanham-New, S.A., Cassidy, A., and Vorster, H.H. (2009) Introduction to Human Nutrition (2nd Ed.). Milton, Australia: Wiley-Blackwell. 

Burke, L., & Deakin, V. (2015) Clinical Sports Nutrition. Sydney: McGraw-Hill. 

McArdle, W.D., Katch, F.I., & Katch, V.L. (2011). Sports & Exercise Nutrition (3rd Ed.).Baltimore: Lippincott William & Wilkins. 

Maughan, R.J. (Ed). (2004). Food, Nutrition and Sports Performance II: The International Olympic Committee Consensus on Sports Nutrition. London: Routledge. 

Jeukendrup, A., & Gleeson, M. (2010) Sport Nutrition. Champaign IL: Human Kinetics. 

Kern, M. (2005) CRC Desk Reference on Sports Nutrition. Boca Raton FLA: CRC Press. 

Thompson, J., & Manore, M. (2005) Nutrition: An Applied Approach. San Francisco CA: Pearson Benjamin Cummings.