Outline

Overview

The aim of this unit is to introduce the core principles and practices required for Accredited Exercise Physiologists in musculoskeletal rehabilitation settings. The unit explores scope of practice and the role of the AEP in multidisciplinary teams, and introduces the basic skills required to work in these contexts. The unit provides a framework for understanding pain and movement dysfunctions and how therapeutic exercise is used in the rehabilitation process. The biopsychosocial approach and appropriate exercise prescription is explored for common musculoskeletal conditions.

Unit details and rules

Unit code	EXSS3074
Academic unit	Movement Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	BIOS1168 and BIOS1169
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jennifer Fleeton, jennifer.fleeton@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Oral EMP Defence Oral defence of submitted exercise management plan	10%	Formal exam period	10 mins
Outcomes assessed:
Small test	Anatomy Assumed Knowledge Quiz In class on-line quiz	0%	Week 01 Due date: 26 Feb 2023 at 23:59	15 mins
Outcomes assessed:
Skills-based evaluation	Practical Exam Practical Exam	30%	Week 07	20 mins
Outcomes assessed:
Assignment	Patient-Centred Education Patient-centred education material, exercise demonstration & justification	30%	Week 12 Due date: 17 May 2023 at 23:59	3 min or 2 pages; 2 page justification
Outcomes assessed:
Assignment	Exercise Management Plan Exercise Management Plan Submission	30%	Week 13 Due date: 26 May 2023 at 23:59	3 pages
Outcomes assessed:
= hurdle task ?

Assessment summary

Anatomy Assumed Knowledge Quiz: Online quiz to guide revision of functional anatomy.

Practical Exam: Students will select and perform relevant MSK assessments on a client they supply, and demonstrate knowledge relating to the assessments performed.

Patient-Centred Education: Students will produce patient-centred education material regarding prevention, rehab and pain management for a given MSK presentation, including video demonstration of three (3) relevant rehab exercises, targeted to a chosen patient group. Submission also includes a critical justification, annotation, and self-reflection. Students can choose to produce either a video, podcast or blog post; all submission types must include video footage of the student demonstrating the rehab exercises.

EMP Submission: Students will need to design an evidence-based, patient-centred exercise management plan for three (3) given case studies, including strategies to optimise adherence, behaviour change and long-term self-management.

Oral EMP Defence: Students will defend their solution to one of the submitted EMP cases during an oral examination.

Detailed information for each assessment can be found on Canvas

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	Exceptional knowledge in musculoskeletal conditions and their management using individualised exercise testing and programming
Distinction	75 - 84	High level of knowledge in musculoskeletal conditions and their management using individualised exercise testing and programming
Credit	65 - 74	Good level of knowledge in musculoskeletal conditions and their management using individualised exercise testing and programming
Pass	50 - 64	Basic level of knowledge in musculoskeletal conditions and their management using individualised exercise testing and programming
Fail	0 - 49	Learning outcomes of the unit are not met to a satisfactory standard. There is a risk of harm to patients with the lack of knowledge and skill demonstrated

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit overview; scope of AEP roles and practice; rehab contexts within the health framework; multi-disciplinary care and roles of other health professionals in MSK management; principles of case management and clinical reporting; MSK rehab decision making algorithms; phases of healing.	Lecture (2 hr)
Week 02	Pharmacology for musculoskeletal health: NSAIDs; opioids; mechanism of action, side-effects and implications for clinical status, exercise interactions and ensuring exercise safety. Pain: biological, psychological and social contributions to pain and disability; exercise and chronic MSK pain management.	Lecture (2 hr)
Week 02	Intro to ROM assessment: goniometry, inclinometry and visual inspection; normative data; active vs passive ROM and end-feels	Practical (2 hr)
Week 03	Exercise management plans for MSK rehab: components, principles, documentation; biopsychosocial approach; goal setting and patient-centred care; embedding cultural safety in MSK rehab plans.	Lecture (2 hr)
Week 03	Intro to MSK rehab strength assessment: manual muscle testing (MMT); hand-held dynamometry (HHD); normative data	Practical (2 hr)
Week 04	MSK function screening tools: postural analysis, functional body mechanics and movement screens; documenting and interpreting assessment results; implications for exercise prescription.	Lecture (2 hr)
Week 04	Intro to MSK rehab functional assessments: movement analysis and pathomechanics; postural analysis; FMS; patient reported outcome measures (PROMs)	Practical (2 hr)
Week 05	Clinical reasoning and decision making algorithms; compensable schemes and referral pathways in MSK rehab; ‘return to play’/ 'return to work' for sporting, occupational and ADL environments.	Lecture (2 hr)
Week 05	MSK rehab ROM, strength and functional assessments: assessment selection; assessment technique; data interpretation and implications for exercise programming	Practical (2 hr)
Week 06	Exercise rehabilitation programming: manipulation of programming variables; exercise regressions and progressions; MSK signs and symptoms; delivering patient-centred care in MSK rehab settings.	Lecture (2 hr)
Week 06	Practice for Week 7 practical exam	Practical (2 hr)
Week 08	Rehabilitation for dysfunctions of gait and balance: falls prevention; gait dysfunction; returning to running, jumping and landing activities; biopsychosocial approach and pain management; assessment choice, selection and interpretation (incl. PROMs); exercise prescription considerations; developing culturally-safe, patient-centred rehab plans; responding to changes in risk factors and clinical status (incl. first aid response).	Lecture (2 hr)
Week 08	Designing a MSK rehab exercise management plan: case-based EMP design; biopsychosocial approach; patient education, behaviour change and pain management considerations; developing culturally-safe, patient-centred rehab plans	Tutorial (2 hr)
Week 09	Rehabilitation for dysfunctions of posture and the upper limb: postural dysfunction; scapular dyskinesis; shoulder injury prevention; biopsychosocial approach and pain management; assessment choice, selection and interpretation (incl. PROMs); exercise prescription considerations; developing culturally-safe, patient-centred rehab plans; responding to changes in risk factors and clinical status (incl. first aid response).	Lecture (2 hr)
Week 09	Upper limb function: selection, execution and interpretation of outcome measures; exercise technique; exercise prescription, progressions & regressions; EMP & Patient-Centred Education assessment tasks	Practical (2 hr)
Week 10	Rehabilitation for osteoarthritis and osteoporosis: pathophysiology; biopsychosocial approach and pain management; assessment choice, selection and interpretation (incl. PROMs); exercise prescription considerations; developing culturally-safe, patient-centred rehab plans; responding to changes in risk factors and clinical status (incl. first aid response).	Lecture (2 hr)
Week 10	Lower limb function: selection, execution and interpretation of outcome measures; exercise technique; exercise prescription, progressions & regressions; EMP & Patient-Centred Education assessment tasks	Practical (2 hr)
Week 11	Rehabilitation for chronic lower back pain: pathophysiology; biopsychosocial approach and pain management; assessment choice, selection and interpretation (incl. PROMs); exercise prescription considerations; developing culturally-safe, patient-centred rehab plans; responding to changes in risk factors and clinical status (incl. first aid response).	Lecture (2 hr)
Week 11	Trunk function: selection, execution and interpretation of outcome measures; exercise technique; exercise prescription, progressions & regressions; EMP & Patient-Centred Education assessment tasks	Practical (2 hr)
Week 12	Rehabilitation for tendinopathy: pathophysiology; biopsychosocial approach and pain management; assessment choice, selection and interpretation (incl. PROMs); exercise prescription considerations for early tendinopathy rehabilitation and prevention; developing culturally-safe, patient-centred rehab plans; responding to changes in risk factors and clinical status (incl. first aid response).	Lecture (2 hr)
Week 12	Tendinopathy: selection, execution and interpretation of screening tests & outcome measures; tendon loading programs & strategies; patient education & pain management for tendinopathy prevention & rehab; EMP & Patient-Centred Education assessment tasks	Practical (2 hr)

Attendance and class requirements

This unit is designed with a strong emphasis on tutorial and practical based learning in a collegial environment. It is expected that students attend and engage with the instructor and each other. The clinical skills taught in practical classes are assessed in the practical exam. Therefore, attendance at practical and tutorial classes is strongly advised. Attendance at lectures is not compulsory, however is strongly advised as they lead directly onto the practicals and tutorials.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Dutton’s Orthopaedic Examination, Evaluation, and Intervention, 6e (2023). McGraw Hill Medical.
Fox, J. E., & Day, R. J. (2009). A Physiotherapist’s Guide to Clinical Measurement. Elsevier Health Sciences
Hoogenboom, B. J., Voight, M. L., & Prentice, W. E. (2014). Musculoskeletal interventions : techniques for therapeutic exercise (B. J. Hoogenboom, M. L. Voight, & W. E. Prentice, Eds.; Fourth edition.). McGraw Hill Education/Medical.

All readings for this unit can be accessed through the Library’s reading list system Leganto, available on Canvas

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate advanced knowledge and understanding of human structure, function, behaviour and the pathophysiological bases for a broad range of musculoskeletal conditions, to allow safe and effective engagement in physical activity in healthy and clinical populations.
LO2. Integrate knowledge from the basic, applied and social sciences with specialist technical skills relating to musculoskeletal assessment to implement exercise management plans with an evidence-based practice approach.
LO3. Demonstrate professional conduct and practice in case management and clinical reporting of musculoskeletal conditions within the scope of practice of the profession and healthcare system framework, including the ability to work autonomously and collaboratively in a multidisciplinary care environment using ethical, culturally sensitive and professional behaviour.
LO4. Design, revise and deliver client-centred exercise plans that consider scientific evidence, client goals, medical history, clinical status and other influencing factors for a broad range of musculoskeletal conditions across the Accredited Exercise Physiology (AEP) pathology domains using behaviour change strategies, interpretation of information, critical analysis, synthesis of evidence, reflection and inventiveness.
LO5. Demonstrate ethical and professional conduct and behaviour, understand the scope of practice of AEPs and comply with the ESSA code of professional conduct and ethical practice.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Accredited Exercise Physiologist Professional Standards (2023) - 2.2.1. Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life. 2.2.6. Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes. 3.2.1. Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients. 3.2.3. Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions. 3.2.4. Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions. 3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals. 3.2.8. Choose and use relevant technology and equipment efficiently, effectively, and safely. 4.2.1. Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health.
	Accredited Exercise Physiologist Professional Standards (2023) - 2.2.1. Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life. 2.2.4. Evaluate the effect of commonly prescribed medications, diagnostic procedures, medical, surgical, and other interventions on both resting and exercise-related physiological responses across the full health spectrum. 2.2.6. Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes. 3.2.1. Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients. 3.2.2. Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals. 3.2.3. Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions. 3.2.4. Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions. 3.2.5. Evaluate and record assessment outcomes in a timely and accurate manner to inform practice and communicate outcomes and relevance to goals effectively to clients and relevant others. 3.2.8. Choose and use relevant technology and equipment efficiently, effectively, and safely. 4.2.1. Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health. 4.2.4. Create and apply inclusive, respectful, and effective communication strategies to educate and engage clients in informed decision-making about purpose, benefits, risks, options, and costs for proposed interventions, expected outcomes, and strategies for future prevention.
	Accredited Exercise Physiologist Professional Standards (2023) - 1.2.1. Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct. 1.2.5. Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles. 3.2.2. Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals.
	Accredited Exercise Physiologist Professional Standards (2023) - 1.2.3. Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others. 2.2.1. Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life. 2.2.4. Evaluate the effect of commonly prescribed medications, diagnostic procedures, medical, surgical, and other interventions on both resting and exercise-related physiological responses across the full health spectrum. 2.2.5. Evaluate research findings and apply exercise prescription principles to develop recommendations and interventions, including targeted exercise prescription for the purposes of optimising health status, function, recovery, independence, and participation. 2.2.6. Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes. 3.2.1. Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients. 3.2.3. Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions. 3.2.4. Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions. 3.2.6. Communicate appropriate client support strategies to facilitate in-person and telepractice/telehealth service delivery which considers client needs, preferences, health and digital literacy, and accessibility factors. 3.2.8. Choose and use relevant technology and equipment efficiently, effectively, and safely. 4.2.1. Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health. 4.2.2. Design, prescribe, deliver, and monitor safe and effective movement, physical activity, and exercise-based interventions for clients with complex presentations, including those with acute and chronic health conditions and multiple comorbidities. 4.2.3. Formulate and apply strategies to manage risks, evaluate progress, and adapt recommendations and interventions in partnership with clients based on needs and measured outcomes. 4.2.4. Create and apply inclusive, respectful, and effective communication strategies to educate and engage clients in informed decision-making about purpose, benefits, risks, options, and costs for proposed interventions, expected outcomes, and strategies for future prevention. 4.2.5. Apply and evaluate exercise prescription, health behaviour, and lifestyle change strategies and education, in partnership with clients to increase engagement, motivation and adherence, and improve health and well-being. 4.2.6. Formulate strategies during treatment to empower clients to undertake safe and effective self-management during and following discharge from interventions. 4.2.8. Evaluate effectiveness of interventions and their outcomes including the selection, interpretation, and reporting of outcome measures to inform future practice.
	Accredited Exercise Physiologist Professional Standards (2023) - 1.2.1. Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct. 1.2.5. Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles. 2.2.5. Evaluate research findings and apply exercise prescription principles to develop recommendations and interventions, including targeted exercise prescription for the purposes of optimising health status, function, recovery, independence, and participation. 2.2.6. Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes. 3.2.2. Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals. 3.2.3. Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions. 3.2.4. Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions. 3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals. 4.2.1. Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health.

Accredited Exercise Physiologist Professional Standards (2023) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct.
1.2.3		Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others.
1.2.5		Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles.
1.2.7		Develop reflective practices through self-reflection, seeking and engaging with feedback from colleagues and clients, critically evaluating service delivery and outcomes, and engaging in ongoing learning.
2.2.1		Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life.
2.2.2		Examine principles of biopsychosocial care, value-based care, person-centred care and social and cultural determinants of health and apply this to promote health and well-being for individual clients and population groups.
2.2.4		Evaluate the effect of commonly prescribed medications, diagnostic procedures, medical, surgical, and other interventions on both resting and exercise-related physiological responses across the full health spectrum.
2.2.5		Evaluate research findings and apply exercise prescription principles to develop recommendations and interventions, including targeted exercise prescription for the purposes of optimising health status, function, recovery, independence, and participation.
2.2.6		Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes.
3.2.1		Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients.
3.2.2		Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals.
3.2.3		Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions.
3.2.4		Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions.
3.2.5		Evaluate and record assessment outcomes in a timely and accurate manner to inform practice and communicate outcomes and relevance to goals effectively to clients and relevant others.
3.2.6		Communicate appropriate client support strategies to facilitate in-person and telepractice/telehealth service delivery which considers client needs, preferences, health and digital literacy, and accessibility factors.
3.2.7		Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals.
3.2.8		Choose and use relevant technology and equipment efficiently, effectively, and safely.
4.2.1		Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health.
4.2.2		Design, prescribe, deliver, and monitor safe and effective movement, physical activity, and exercise-based interventions for clients with complex presentations, including those with acute and chronic health conditions and multiple comorbidities.
4.2.3		Formulate and apply strategies to manage risks, evaluate progress, and adapt recommendations and interventions in partnership with clients based on needs and measured outcomes.
4.2.4		Create and apply inclusive, respectful, and effective communication strategies to educate and engage clients in informed decision-making about purpose, benefits, risks, options, and costs for proposed interventions, expected outcomes, and strategies for future prevention.
4.2.5		Apply and evaluate exercise prescription, health behaviour, and lifestyle change strategies and education, in partnership with clients to increase engagement, motivation and adherence, and improve health and well-being.
4.2.6		Formulate strategies during treatment to empower clients to undertake safe and effective self-management during and following discharge from interventions.
4.2.8		Evaluate effectiveness of interventions and their outcomes including the selection, interpretation, and reporting of outcome measures to inform future practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

A number of changes have been made since the unit was last offered, in response to student feedback and to align with 2023 assessment requirements. Lecture, tutorial and practical content has been redesigned to cover fundamental MSK rehabilitation principles across the whole body, compared to the upper body only focus in 2022. The Week 6 practical class has been designated as a practical exam practice session. The final exam has been removed and replaced with the EMP and Oral Defence assessment tasks, with time to work on assignments provided in practical classes. The new Patient-Centred Education assessment task has been created to provide an authentic assessment of knowledge integration and production, with student choice in submission format.

Additional information

Work, health and safety

WHS Induction checklist must be completed in the first class.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EXSS3074: Fundamental Musculoskeletal

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect