Outline

Overview

This unit will develop a higher level of knowledge, clinical decision making and problem-solving skill by using complex cases related to clinical exercise physiology practice. The cases will include chronic diseases such as asthma, chronic obstructive pulmonary disease, cancers and mental illness. The clinical scenarios will present more complex cases than previously covered.

Unit details and rules

Unit code	EXSS4015
Academic unit	Movement Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	EXSS3075
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Elizabeth Machan, elizabeth.cayanan@sydney.edu.au
Lecturer(s)	Maria Fiatarone Singh, maria.fiataronesingh@sydney.edu.au
	Troy Cross, troy.cross@sydney.edu.au
	Shelley Kay, shelley.kay@sydney.edu.au
	Che Fornusek, che.fornusek@sydney.edu.au
	Yorgi Mavrou, yorgi.mavros@sydney.edu.au
	Elizabeth Machan, elizabeth.cayanan@sydney.edu.au
	Rhiannon Dowla, rhiannon.dowla@sydney.edu.au
Tutor(s)	Georgia Frydman, georgia.frydman@sydney.edu.au
	Catherine Seet-Lee, catherine.seetlee@sydney.edu.au
	Peter Woollett, peter.woollett@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Exercise Management Plan 2 Submitted work related to EMP from viva voce and reflection.	20%	Formal exam period Due date: 05 Jun 2024 at 23:59 Closing date: 24 Jun 2024	4 A4 pages (2 for EMP, 2 for reflection)
Outcomes assessed:
Online task	Exercise Management Plan 1 Online, individual, open book test delivered through canvas.	5%	Mid-semester break Due date: 02 Apr 2024 at 12:00 Closing date: 02 Apr 2024	20 minutes
Outcomes assessed:
Presentation	Oral Case Exam 15-minute oral examination where students defend a submitted EMP.	35%	STUVAC Due date: 29 May 2024 at 09:00 Closing date: 30 May 2024	15 minutes
Outcomes assessed:
Small test	Quiz A Short Answer Questions designed to test respiratory block. Closed book.	20%	Week 10 Due date: 10 Apr 2024 at 10:00 Closing date: 10 Apr 2024	60 minutes
Outcomes assessed:
Small test	Quiz B Short Answer Questions designed to test cancer block. Closed book.	20%	Week 11 Due date: 08 May 2024 at 10:00 Closing date: 08 May 2024	60 minutes
Outcomes assessed:

Assessment summary

Exercise Management Plan 1 - This small online quiz will be used to confirm student's understanding of the components of the exercise management plan which will be used in subsequent learning activities and form part of the end of semester assessment. This is administered as a timed test, online in canvas. University endorsed AI is permitted for use in this task (e.g. cogniti). This is an individual task.

Quizzes - Two individual quizzes designed to assess knowledge derived from pre-reading material, lectures, and in-class content. There are two 60-min quizzes, each worth 20%. They will be comprised of multiple choice and short answer questions. AI is not permitted for use in this task and it is a closed book assessment. Some questions will refer to detailed case notes for various fictional clients who have elements clinical conditions covered and students will need to answer questions on this material and design components of the EMPs. The first quiz will focus on the respiratory module. The second quiz will focus on the cancer module.

Oral Examination - Students will explain and defend their exercise management plan based on fictional detailed cases during a 15-minute oral examination. Additional details will be provided in canvas. This case will focus on the mental health module.

Exercise Management Plan 2 – One Exercise Management Plan (EMP) will be submitted in addition to a 2 page reflection task with prompts. This comprises 4 A4 pages, 2 for the EMP using the discipline template (consisting of SMART goals, a detailed exercise program, reassessments, and other details), and 2 pages of reflection including rationale for the decisions made in the plan and responsive critique of adaptations for the oral examination. Students may also append an additional 1 page listing of references supporting each EMP. Additional details will be provided in canvas.

All assessments must be attempted to pass this unit of study.

Assessment criteria

Result name	Mark Range	Description
High Distinction (HD)	85- 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Distinction (DI)	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Credit (CR)	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Pass (PS)	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Fail (FA)	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

(1) It is expected that unless an application for special consideration, special arrangement or previously arranged disability adjustment has approved an extension, students will submit all assessment for a unit of study on or before the due date specified. (2) If assessments are submitted after the due date of if an extension is not granted or is granted but work submitted by the student after the extended due date, the late submission of assessment will result in an academic penalty. (3) Rules relating to late penalties are outlined in Unit of Study Outlines and the Assessment Procedures 2011. https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0 Written work submitted electronically after 11.59 pm on the due date will be considered to have been submitted late. - For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. (a) The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. - For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

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.

Support for students

The Support for Students Policy 2023 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 2023. 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
Mid-semester break	Asthma and COPD	Lecture (2 hr)
Mid-semester break	Case studies in Asthma & COPD.	Lecture and tutorial (2 hr)
Week 06	Unit Introduction, Workshopping the Exercise Management Plan & Ethical Use of AI	Lecture and tutorial (2 hr)
Week 06	Introduction to Respiratory Disease	Lecture (2 hr)
Week 07	Introduction to Cancer (Part 1) & In Class Assessment	Lecture (2 hr)
Week 07	Cancer pharmacology	Lecture (2 hr)
Week 08	Introduction to Cancer (Part 2)	Lecture (2 hr)
	Impact of cancer and exercise considerations	Tutorial (2 hr)
	Respiratory Practical	Practical (2 hr)
Week 09	Role of exercise and physical activity in cancer and Developing an exercise plan for clients with cancer	Lecture and tutorial (2 hr)
Week 09	Side Effects, Clinical Considerations and Complications	Tutorial (2 hr)
Week 10	Developing a Comprehensive Exercise Plan for Clients with Cancer	Tutorial (2 hr)
Week 10	Application of Cancer Knowledge- Practice Questions and Viva Voce Rehearsal (Lens of Depression/Anxiety as Comorbidity)	Tutorial (2 hr)
Week 11	Introduction to Mental Health Part 1 & In Class Assessment	Lecture (2 hr)
Week 11	Introduction to Mental Health Part 2.	Lecture (2 hr)
Week 12	Working in Mental Health Settings	Lecture and tutorial (2 hr)
Week 12	Case studies with mental health disorders	Tutorial (2 hr)

Attendance and class requirements

Students will be expected to attend a minimum of 90% of classes. Interactive sessions will not be recorded and students who do not come to these sessions will not be adequately equipped to engage with the unit. A lot of the knowledge conferred by guest lecturers from clinical settings cannot be accessed in textbooks or in journal articles. Students are expected to deeply engage with the learning opportunities provided for this intensive unit.

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

There is no text book for this UoS. Required readings will be provided on Canvas or via reading lists.

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 structural, functional, and behavioural aetiology for chronic diseases (respiratory, asthma, chronic obstructive pulmonary disease, cancer areas) and mental illness (depression, anxiety, schizophrenia, bipolar, PTSD, substance use disorder).
LO2. Design, revise and deliver client-centred exercise plans that consider scientific evidence, client goals, medical history including clinical status and other influencing factors for persons with chronic diseases (respiratory, asthma, chronic obstructive pulmonary disease, cancer areas) and mental illness (depression, anxiety, schizophrenia, bipolar, PTSD, substance use disorder).
LO3. Interact effectively with key stakeholders including clientele and health professionals in the healthcare framework to participate in delivering multi-disciplinary care to individuals with chronic diseases (respiratory, asthma, chronic obstructive pulmonary disease, cancer areas) and mental illness (depression, anxiety, schizophrenia, bipolar, PTSD, substance use disorder).
LO4. Appropriately monitor, evaluate and modify physical activity interventions for clientele with chronic diseases (respiratory, asthma, chronic obstructive pulmonary disease, cancer areas) and mental illness (depression, anxiety, schizophrenia, bipolar, PTDS, substance use disorder)
LO5. Use effective and specific tools and techniques to safely assess client clinical status and, with evidence-based rationale, adapt/innovate elements of PA-based therapy to suit individual clients with chronic diseases (respiratory, asthma, chronic obstructive pulmonary disease, cancer areas) and mental illness (depression, anxiety, schizophrenia, bipolar, PTDS, substance use disorder).
LO6. 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. 2.2.3. Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum.
	Accredited Exercise Physiologist Professional Standards (2023) - 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. 2.2.3. Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum. 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. 2.2.8. Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions. 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. 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.
	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. 1.2.6. Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate. 1.2.8. Demonstrate leadership and the ability to advocate for client access to AEP services and appropriate health care. 4.2.7. Communicate effectively and respectfully with clients and relevant others about progress and outcomes of interventions, including appropriate reporting.
	Accredited Exercise Physiologist Professional Standards (2023) - 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. 4.2.6. 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) - 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. 2.2.8. Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions. 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.
	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. 1.2.6. Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate. 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. 1.2.8. Demonstrate leadership and the ability to advocate for client access to AEP services and appropriate health care. 3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals.

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.
1.2.5		Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles.
1.2.6		Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate.
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.
1.2.8		Demonstrate leadership and the ability to advocate for client access to AEP services and appropriate health care.
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.
2.2.3		Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum.
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.
2.2.8		Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions.
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.
3.2.7		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.

This year (2024) is the second year this unit has run. In response to the previous USS feedback we have: - removed the final exam, - reduced the number of EMP submissions for the viva voce (previously were required to submit 2 but were examined on 1) - Added a reflective submission in addition to the viva voce to showcase your rationale and decision making in a lower pressure written format - Blended more lectures with tutorials to increase student engagement - Provided multiple opportunities to gain feedback on your preparation and performance related to assessment - Constructed novel approaches to delivering feedback

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

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EXSS4015: Exercise Physiology in Clinical Cases 2

Semester 1b, 2024 [Block mode] - 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

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect