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

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

Teaching staff

Coordinator	Elizabeth Machan, elizabeth.machan@sydney.edu.au

Assessment

The census date for this unit availability is 1 May 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	EMP Test Online, individual, open book test delivered through canvas.	5%	Week -01 Due date: 08 Apr 2026 at 09:00 Closing date: 08 Apr 2026	20 minutes	AI allowed
Outcomes assessed:
Written work	Exercise Management Plan Submitted Exercise Management Plan to be referred to in the oral case defence assessment. No simple extensions permitted.	0%	Week 01 Due date: 19 Apr 2026 at 23:59 Closing date: 19 Apr 2026	2 x A4 pages + references	AI allowed
Outcomes assessed:
Interactive oral	Oral Case Defence 15-minute oral examination where students defend their submitted EMP.	30%	Week 02 Due date: 21 Apr 2026 at 09:00 Closing date: 23 Apr 2026	15 minutes	AI prohibited
Outcomes assessed:
Written work	Oral Case Defence Reflection Submitted work related to EMP from oral case defence and reflection.	20%	Week 04 Due date: 10 May 2026 at 23:59 Closing date: 10 May 2026	4 A4 pages (2 for EMP, 2 for reflection)	AI allowed
Outcomes assessed:
In-class quiz	Quiz A Short Answer Questions designed to test respiratory block. Open book.	22.5%	Week 05 Due date: 13 May 2026 at 09:00 Closing date: 13 May 2026	60 minutes	AI allowed
Outcomes assessed:
In-class quiz	Quiz B Short Answer Questions designed to test cancer block. Open book.	22.5%	Week 07 Due date: 29 May 2026 at 15:00 Closing date: 29 May 2026	60 minutes	AI allowed
Outcomes assessed:

Assessment summary

EMP Test - 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, unsupervised, 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-minute quizzes, each worth 22.5%. They will be comprised of multiple choice and short answer questions. AI is permitted for use in this task and it is an open book assessment. This assessment will be supervised during timetabled class time. 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.

Exercise Management Plan - Students will submit a 2 x A4 page exercise management plan (plus additional pages for references) based on fictional detailed case. This case will focus on the mental health module. This plan will be defended in the following 48 hours. No simple extensions are permitted. Additional details will be provided in canvas.

Oral Case Defence Examination - Students will explain and defend their exercise management plan as if speaking with a career mentor 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 – One Exercise Management Plan (EMP) will be submitted in addition to a 2 page reflection task with prompts. This comprises 4 x 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 section of references supporting the 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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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	Exercise and Mental Health	Lecture (2 hr)
Week -01	Working in Mental Health Settings	Lecture (2 hr)
Week -02	Unit Introduction & Workshopping the Exercise Management Plan	Lecture (2 hr)
Week -02	Introduction to Mental Health	Lecture (2 hr)
Week 01	Mental Health Case Studies	Lecture (2 hr)
	Disorders in Mental Health (Substance Use Disorder, Eating Disorders, Personality Disorder)	Lecture (1 hr)
	Lived Experience - Mental Health	Lecture (1 hr)
Week 03	Asthma - Pathophysiology & Exercise	Lecture (2 hr)
	COPD - Pathophysiology & Exercise	Lecture (2 hr)
	Respiratory Practical (Spirometry)	Practical (2 hr)
Week 04	Case studies in Asthma & COPD.	Lecture (2 hr)
Week 04	Introduction to Cancer (Part 1)	Lecture (2 hr)
Week 05	Introduction to Cancer (Part 2)	Lecture (2 hr)
Week 05	Cancer Pharmacology	Lecture (2 hr)
Week 06	Cancer Case Studies and Clinician Considerations	Tutorial (2 hr)
Week 06	Role of Exercise in Managing Cancer - Developing an Exercise Plan for clients with cancer	Lecture (2 hr)
Week 07	Side Effects, Clinical Considerations and Complications	Tutorial (2 hr)
	Mental Health and Cancer	Lecture (1 hr)
	Lived Experience - Cancer	Tutorial (1 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 or lived experience patients cannot be accessed in textbooks or in journal articles. Students are expected to deeply engage with the learning opportunities provided for this intensive unit.

Students MUST attend the lived experience and panel discussions and this will be highlighted in canvas.

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
1.1		Guiding principle: An AEP is able to apply their AEP knowledge and skills to practice effectively in a professional, ethical, inclusive, and collaborative manner across the broad health care system, including in clinical and non-clinical settings.
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.
1.2.4		Develop effective, concise, respectful, and informative clinical documentation, including case notes and reports, and apply appropriate record keeping practices.
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.
2.1		Guiding principle: An AEP is able to critically evaluate the evidence base and apply relevant knowledge to AEP practice in an effective and methodical manner to optimise health status, function, recovery, independence, and participation for individuals and population groups across the full health spectrum.
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.
3.1		Guiding principle: An AEP is able to safely screen, assess, and evaluate function, capacity, and health status for individuals and population groups across the full health spectrum and use this information to inform safe and effective movement, physical activity, and exercise-based interventions that consider health and treatment needs, and client preferences and goals.
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.
3.2.7		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.
4.1		Guiding principle: An AEP is able to practise person-centred care and partner with individuals and population groups across the full health spectrum to prescribe, deliver, adapt, and evaluate safe and effective evidence-based movement, physical activity, and exercise-based interventions that optimises health status, function, recovery, independence, and participation in activities at home, school, work and in the community.
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 (2026) is the fourth year this unit has run. This unit is in the top 25% of units across the Faculty over the past three years on the Unit of Study Survey (USS). Lived Experiences Integrated into Teaching: Students frequently highlighted the inclusion of lived experiences, particularly from mental health and cancer patients, as a valuable way to connect theory to real-world practice. Engaging and Supportive Teaching Staff: Staff were praised for enthusiasm, dedication, and ability to create a supportive learning environment. Students appreciated the detailed feedback on assessments and the encouragement provided throughout the unit. Interactive Learning Activities: Activities such as the Oral Case Defence (OCD), panel discussions, video consultations, and case studies were valued for promoting engagement and practical application of knowledge. Assessment Structure and Feedback: Students commented positively on how assessments were spread out, manageable, and aligned with the course content. They appreciated receiving constructive feedback, which they felt enhanced their learning. Variety of Learning Methods: The mix of lectures, tutorials, panels, case conferences, and video content was well-received and kept the unit dynamic and engaging. Content Quality and Relevance: Topics were commended for being interesting and relevant to future clinical practice. The absence of a final exam was also appreciated as it reduced stress and allowed for more focused learning. Aspects that have been adapted for improvement based on Feedback: - Clearer signposting that the constructive feedback in the OCD provides direction for improvement in the EMP and approach to care. We will balance the constructive nature of the feedback that is supportive with quality feedback that is reflective of ability. - Scheduling of an additional week of learning will provide greater balance for the time spent on the mental health module to reduce the "rush" in teaching". - Cancer module learning outcomes will be more clearly aligned with learning objectives to aid revision. - The teaching structure will be adapted to provide the module by specific cancers (e.g., colon, breast, prostate) for greater clarity. - All fourth year unit assessment items have been considered in unison to ensure there is a less overlapping assessment schedule to reduce clashing deadlines across units with better distribution of tasks. The block mode delivery means it is a briefer period to undertake all testing. Case Studies and Tutorials In the past, students requested more opportunities to work through case studies and tutorials at a more relaxed pace. We have provided additional time for this. It is also expected some of this working is done independently and brought back to class for regroup and reflection. Physiology Review We considered whether incorporating a brief review of relevant physiology topics could help students bridge prior knowledge with the current content. Given time is challenging, we may achieve this through self directed videos and there will be linking prompts and discussion throughout tutorials. A specific piece of feedback of note was the following: “Potential to incorporate a brainstorming session on treatment philosophy or a formative written assessment that requires us to outline our treatment philosophy in abstract: what do we prioritise as a clinician, our clinical reasoning framework, our thought process of synthesising client and clinical information, etc. My 2-cent is that philosophy and procedures are as important as the EMP output itself. Further practice on initial consult taking using real-life examples.” We love this idea and will try and ensure there is some time for brainstorming/ reflection to bring together these elements. The reflective task is a written version of this but more practice in this unit and others could foster some stimulating discussion. In response to the previous USS feedback we have: - moved the oral case defence earlier in semester to permit greater time to apply learning from this task in the other 4th year units later in semester to aid your learning - Incorporated more lived experience patients to contribute to learning - Retained teaching from specialised exercise physiology settings - Moved the respiratory practical to be aligned with the respiratory teaching - Sustained the omission of a final exam, - Retained the adapted the case defence to be pitched as a conversation with a professional mentor rather than a traditional medical defence approach - Retained the reflective submission in addition to the case defence to showcase your rationale and decision making in a lower pressure written format. More reflection direction will be provided. - Provided multiple opportunities to gain feedback on your preparation and performance related to assessment - Constructed novel approaches to delivering feedback

Additional information

Work, health and safety

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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)

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

EXSS4015: Exercise Physiology in Clinical Cases 2

Semester 1b, 2026 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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