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 injury and how therapeutic exercise is used in the rehabilitation process. Pathophysiology and appropriate exercise prescription is explored for common musculoskeletal conditions.

Unit details and rules

Academic unit	Movement Sciences
Credit points	6
Prerequisites ?	BIOS1168 and BIOS1169 and EXSS2034
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jennifer Fleeton, jennifer.fleeton@sydney.edu.au
Lecturer(s)	Alycia Fong Yan, alycia.fongyan@sydney.edu.au
	Maria Fiatarone Singh, maria.fiataronesingh@sydney.edu.au
	Jennifer Fleeton, jennifer.fleeton@sydney.edu.au
	Jeanette Thom, jeanette.thom@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	Oral EMP Defence Oral defence of submitted exercise management plan	15%	Formal exam period	10 mins
Outcomes assessed:
Small test	Assumed Knowledge Quiz In class on-line quiz	0%	Week 03 Due date: 14 Mar 2025 at 23:59	15 mins
Outcomes assessed:
Assignment	Patient-Centred Education Patient-centred education material, exercise demonstration, annotation & self-reflection	30%	Week 06 Due date: 06 Apr 2025 at 23:59	3 min or 2 pages; 2 page annotation
Outcomes assessed:
Skills-based evaluation	Practical Exam Practical Exam	35%	Week 09	20 mins
Outcomes assessed:
Assignment	Exercise Management Plan Exercise Management Plan Submission	20%	Week 12 Due date: 25 May 2025 at 23:59	4 pages (2x EMP + reasoning process)
Outcomes assessed:
= AI allowed ? = early feedback task ?

Assessment summary

Assumed Knowledge Quiz: Online quiz to guide revision of functional anatomy & basic MSK rehab principles.

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 an annotated table identifying and justifying patient-centred strategies and a 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 two (2) given case studies, including strategies to optimise adherence, behaviour change and long-term self-management. Submission also includes a completed clinical reasoning process table for each EMP.

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

Detailed information for each assessment, including guidance on AI use and attribution, can be found on Canvas. All assessment tasks are considered compulsory except for the 0% quiz, which is designed to be formative and provide early feedback on your progress in the unit of study.

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.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	MSK rehab contexts and principles of case management; AEP and multidisciplinary team scope and roles; decision making algorithms and phases of healing.	Lecture (1 hr)
	ROM assessment: goniometry and visual inspection; active vs passive ROM and end-feels; assessment selection, technique, data interpretation & implications.	Practical (2 hr)
	MSK rehab models of care within the healthcare framework, AEP and multidisciplinary team scope and roles, professional conduct, referral pathways and compensable schemes	Tutorial (2 hr)
Week 02	Clinical reasoning, patient-centred care, and cultural responsiveness in MSK rehab; MSK screening red flags and indicators for referral	Lecture (1 hr)
Week 02	Clinical reasoning, patient-centred care, and cultural responsiveness in MSK rehab; applying levels of evidence to make clinical decisions; identifying red flags and indicators for referral	Tutorial (2 hr)
Week 03	MSK screening, movement analysis, and assessment: functional body mechanics and movement screens, documenting and interpreting assessment results, implications for exercise prescription.	Lecture (1 hr)
Week 03	Movement screening, analysis and pathomechanics: analysing movement quality and posture; patient reported outcome measures (PROMs); MSK screening signs and symptoms	Practical (2 hr)
Week 04	Exercise management plans for MSK rehab: components and documentation, biopsychosocial approach, exercise programming and motor learning considerations for MSK rehab.	Lecture (1 hr)
	Strength assessment in MSK rehab: manual muscle testing (MMT) and hand-held dynamometry (HHD) assessment selection, technique, data interpretation & implications.	Practical (2 hr)
	Designing a MSK rehab EMP: applying clinical reasoning framework, biopsychosocial approach and levels of evidence; patient education, behaviour change and pain management considerations; designing patient-centred, evidence-based, value-based, culturally responsive EMPs	Tutorial (2 hr)
Week 05	MSK rehab pharmacology and pain 1: medication mechanism of action, side-effects, exercise interactions, and ensuring exercise safety; biological, psychological and social contributions to pain and disability, exercise and chronic MSK pain management.	Lecture (1 hr)
	Functional assessments in MSK rehab: assessment selection; assessment technique; data interpretation and implications for exercise programming	Practical (2 hr)
	Exercise rehab programming for MSK EMPs: principles of exercise prescription, exercise progressions and regressions, manipulating programming variables, criteria for rehab phase progression and return to play/work	Tutorial (2 hr)
Week 06	MSK rehab pharmacology and pain 2: medication mechanism of action, side-effects, exercise interactions, and ensuring exercise safety; biological, psychological and social contributions to pain and disability, exercise and chronic MSK pain management.	Lecture (1 hr)
Week 06	MSK initial interview, assessment and clinical documentation; exercise technique, instruction, progressions and regressions.	Practical (2 hr)
Week 07	Rehabilitation for osteoarthritis and osteoporosis: pathophysiology, biopsychosocial approach, assessment selection and interpretation, exercise prescription considerations.	Lecture (1 hr)
	Practical exam practice	Practical (2 hr)
	Designing culturally safe, patient-centred, evidence-based and value-based EMPs for osteoarthritis and osteoporosis	Tutorial (2 hr)
Week 08	Rehabilitation for chronic lower back pain: pathophysiology, biopsychosocial approach, assessment selection and interpretation, exercise prescription considerations.	Lecture (1 hr)
Week 08	Designing culturally safe, patient-centred, evidence-based and value-based EMPs for chronic lower back pain	Tutorial (2 hr)
Week 10	Rehabilitation for gait and lower limb dysfunction: pathophysiology, biopsychosocial approach, assessment selection and interpretation, exercise prescription considerations.	Lecture (1 hr)
Week 10	Designing culturally safe, patient-centred, evidence-based and value-based EMPs for gait and lower limb dysfunction	Tutorial (2 hr)
Week 11	Rehabilitation for scapular and upper limb dysfunction: pathophysiology, biopsychosocial approach, assessment selection and interpretation, exercise prescription considerations.	Lecture (1 hr)
Week 11	Designing culturally safe, patient-centred, evidence-based and value-based EMPs for scapular and upper limb dysfunction	Tutorial (2 hr)
Week 12	Prevention and rehabilitation of tendinopathy and overuse injuries: pathophysiology, biopsychosocial approach, assessment selection and interpretation, exercise prescription considerations.	Lecture (1 hr)
Week 12	Designing culturally safe, patient-centred, evidence-based and value-based EMPs for tendinopathy and overuse injuries	Tutorial (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 optional, however, students are expected to have worked through the relevant content before attending the associated tutorial or practical class.

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

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.
1.2.2		Practise in accordance with ethically relevant legislation, regulations, and standards that apply to AEPs including privacy, confidentiality, data security, informed consent, and record-keeping.
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.

Student feedback, attendance, and engagement in 2024 prompted a review of the structure of teaching delivery in the unit. Key issues and strategies to address them were identified and developed in partnership with students through a focus group, resulting in significant changes to the timetable and assessment schedule compared to previous years. Based on this feedback and consultation, lectures will change to one hour of didactic information delivery, supported by the addition of small-group tutorials to facilitate greater opportunities for discussions, problem-based learning, worked examples, and tutor feedback. Time to work on assignments and tutor feedback on assignment progress will also move to the tutorials, allowing the practical classes to focus solely on development of practical skills. The assessment schedule has changed significantly compared to previous years, reducing the burden of assessments across core Year 3 units in weeks 11-13 and allowing additional time to develop practical skills before the practical exam, accompanied by a small redistribution of assessment item weighting.

Additional information

Work, health and safety

WHS Induction checklist must be completed in the first class and students must have a valid pre-exercise screening prior to participating in practical activities.

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

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

EXSS3074: Fundamental Musculoskeletal Rehabilitation

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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