EXSC394 - Exercise Prescription for Health and Wellbeing

Year

Credit points

Campus offering

Prerequisites

Two of the following: EXSC204 Exercise Prescription and Delivery , EXSC216 Resistance Training: Science and Application OR EXSC296 Health and Exercise Psychology

Teaching organisation

Unit rationale, description and aim

The ability to assess, prescribe and deliver safe and effective exercise interventions at the individual, community and population level to increase physical activity and improve health is central to exercise science practice. This unit will support student assimilation and integration of knowledge and practical skills acquired in other sub-disciplines of exercise science. In particular, students will work with clients to advance skills in assessment and adapt prescription and delivery of exercise in a professional practice setting. Importantly, the knowledge and skills will be applied and reflected upon in a series of high–fidelity professional practice experiences in the unit.

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 - Appraise the quality of evidence-based physical activity interventions to design an effective culturally inclusive intervention to address physical activity and sedentary behaviours health and wellbeing of a local community (GA1, GA2, GA4, GA5, GA6, GA7, GA8 and GA10) 

LO2 - Demonstrate exercise science professional practice in a professional practice environment towards competency standards expected when working with healthy clients (GA1, GA2, GA3, GA4, GA5, GA7, GA8, GA9) 

LO3 - Critically reflect and communicate on exercise science practices in a professional practice environment as it relates to the ESSA Exercise Science Professional Standards and Scope of Practice after working with healthy clients (GA1, GA2, GA4, GA5, GA7, GA8, GA9, GA10) 

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity

GA2 - recognise their responsibility to the common good, the environment and society 

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

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

GA6 - solve problems in a variety of settings taking local and international perspectives into account

GA7 - work both autonomously and collaboratively 

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

GA9 - demonstrate effective communication in oral and written English language and visual media 

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

Content

Topics will include: 

• Structure of the Australian health care system 
• Disease prevention programs at the public health, primary, secondary and tertiary levels targeting physical activity and sedentary behaviours Physical activity and health screening and risk stratification 
• Evidence-based physical activity interventions designed for effective culturally inclusive intervention (e.g. Aboriginal and Torres Strait Islander Peoples) to address physical activity and sedentary behaviours, health and wellbeing of a local community. 
• Assessment of client’s health and interpreting results 
• Design of evidence-based exercise interventions to address individual client needs 
• Reflection of professional performance and exercise science service delivery  

Learning and teaching strategy and rationale

This unit adopts an integrative model of work-integrated learning (WIL) underpinned by several educational theories including, but not limited to, Knowles’ adult learning theory (Knowles, 1984) and Kolb’s experiential learning theory (Kolb, 1984), and Mezirow’s transformational learning theory (Mezirow, 1991) to deliberately engage student practitioners in different modes of learning within the context of a simulated professional clinical workplace. Herein, student practitioners are supported by a team of sponsors, to assimilate knowledge in the management of real clients. The teaching activities used in this unit aim to facilitate active learning, inquiry based learning, and small-group work. The unit consists of short online lectures, practical workshops, web-based learning, peer observation and professional practice experience. These activities will provide students with appropriate access to required knowledge and understanding, and opportunities for application and practical skill development, in exercise-based contexts to meet the aim and learning outcomes of the unit. The teaching and learning strategies also reflect respect for the individual as an independent adult learner, with students expected to take responsibility for their learning and to participate actively within group activities and gym-based environments. 

Assessment strategy and rationale

This unit features authentic learning activities which are reflective of students’ professional practice and development of their professional identity. As such the assessment strategy is aligned with the key learning activities and aims to allow students to demonstrate their knowledge and skills through the authentic and experiential learning opportunities in the unit. Students explore population-based health intervention before having the opportunity to develop an individual-based health intervention. The ability to apply their skills across various populations addressing groups and individuals is essential for developing their professional practice. Further, students will reflect upon their experiences as part of the assessment strategy which will allow them to further consolidate their skills and identify any knowledge/skills gasp to be addressed prior to professional practice.  

Health Promotion Proposal - The ability develop and present an exercise intervention targeting a population in need is an essential skill for an exercise scientist. As an assessment this activity asks students to apply for a ‘grant’ in which students must evaluate and identify a local community in need, develop a coherent evidence informed intervention and evaluation plan in a competitive environment.  The task requires the knowledge and skills to be competitive and these skills have been noted as lacking in the exercise science profession.  

Exercise Science Service Delivery - Students ability to plan, program, deliver and monitor progress of a client-centred exercise/physical activity intervention integrating knowledge and understanding of sub-disciplines of exercise science is essential for their professional practice. This unit will evaluate students’ practical skills and provide feedback on their competency towards a graduate exercise scientist. Further, student’s ability to communicate and reflect on their professional practice is important for exercise scientists. As such assessment items will incorporate professional reflection of their practice as well as formulating case reports for clients.  

Overview of assessments

Representative texts and references

Student Manual - Exercise and Sports Science Australia. 

ACSM Exercise testing and prescription 

ACSM position stand – Quality and Quantity of physical activity of apparently healthy individuals. 

Exercise & Sports Science Australia (2021) Code of professional conduct and ethical practice. https://www.essa.org.au/Public/Professional_Standards/ESSA_Code_of_Professional_Conduct___Ethical_Practice.aspx  

Hayes, SC, Spence, RR, Galvao, DA, & Newton, RU (2009). Australian Association for Exercise and Sport Science position stand: Optimising cancer outcomes through exercise. Journal of science and medicine in sport, 12, 428-434.