Outline

Overview

The aim of this unit is to investigate the strategic application of the principles of musculoskeletal assessment and exercise prescription to target specific prevention and rehabilitation goals. The unit explores the pathophysiological basis of exercise limitations and application of exercise to rehabilitate functional capacity across a range of musculoskeletal conditions. The unit focuses on the application of exercise to rehabilitate functional capacity for patients who have musculoskeletal conditions. The unit also explores the scope of practice of the AEP in occupational rehabilitation and compensable systems.

Unit details and rules

Academic unit	Movement Sciences
Credit points	6
Prerequisites ?	EXSS3074
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Adrian Ram, adrian.ram@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
Oral exam	VIVA Clinical oral exam with short-answer questions and case-based interpretation.	40%	Formal exam period	20 minutes (oral)	AI prohibited
Outcomes assessed:
Practical skill	Practical Skills Checklist 1 Part A: Exercise Instruction Competency Checklist	5%	Week 03	within tutorial classes week -1 to 3	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Practical skills assessment Practical skills assessment	40%	Week 04	20 minutes	AI prohibited
Outcomes assessed:
Practical skill	Practical Skills Checklist 2 Part B: Requirements within Workcover industry competency checklist	5%	Week 06	Within tutorials week 5 to 6	AI allowed
Outcomes assessed:
In-person written or creative task	In-class report In-class written clinical report	10%	Week 07 Due date: 29 May 2026 at 14:00	1.5 hours	AI prohibited
Outcomes assessed:

Assessment summary

Practical Skills Competency Checklists: Students will be marked for competency across their tutorial classes for: Part A: exercise instruction (tutorials weeks -1 to 3) and Part B: Understanding the requirements of an AEP role within Workcover industry (tutorials weeks 5-6).

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

In-Class Written Clinical Report: Students will complete an in-class, case-based written clinical report. Students will analyse a musculoskeletal case, interpret assessment findings, and justify evidence-informed management within the scope of and AEP. The report simulates clinical documentation (e.g., occupational or compensable context).

VIVA Examination: Students will complete a structured VIVA examination consisting of multiple stations of an oral defence stations. The VIVA assesses the student’s ability to interpret complex case information, prioritise clinical issues, justify assessment and exercise decisions, adapt management strategies in response to new information, and demonstrate professional judgement within scope of practice. Emphasis is placed on clinical reasoning, integration of evidence, and clear professional communication under time constraints.

All assessment tasks in this Unit are compulsory.

Artificial Intelligence:

Students are fully responsible for the content and quality of their submitted work, regardless of whether they use AI or not.
Detailed information for each assessment, including the use of AI, can be found on the EXSS4017 Canvas site.

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)

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:

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 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	Chronic pain 2: Cervical and Pain-informed practice	Lecture (2 hr)
	Chronic pain (CLBP)	Tutorial (2 hr)
	Chronic pain (Cervical)	Tutorial (2 hr)
Week -02	Introduction / Knee rehabilitation	Lecture (2 hr)
	Chronic pain 1: CLBP	Lecture (2 hr)
	Practical skills revision / Knee	Tutorial (2 hr)
Week 01	Shoulder rehabilitation	Lecture (2 hr)
	Hip rehabilitation	Lecture (2 hr)
	Shoulder rehabilitation	Tutorial (2 hr)
	Hip rehabilitation	Tutorial (2 hr)
Week 02	Neurological conditions	Lecture (2 hr)
Week 02	Client assessments / exercise delivery	Tutorial (2 hr)
Week 03	Chronic tendinopathies & inflammatory joints	Lecture (2 hr)
	Complex pain conditions	Lecture (2 hr)
	Competencies / Prac exam practice	Tutorial (2 hr)
Week 05	Occupational Rehab & Compensable Systems 1	Lecture (2 hr)
	Occupational Rehab & Compensable Systems 2	Lecture (2 hr)
	Occupational Rehab & Compensable Systems A	Tutorial (2 hr)
	Occupational Rehab & Compensable Systems B	Tutorial (2 hr)
Week 06	Occupational Rehab & Compensable Systems 3	Lecture (2 hr)
	VIVA preparation / Cases	Lecture (2 hr)
	Occupational Rehab & Compensable Systems C	Tutorial (2 hr)
	Occupational Rehab & Compensable Systems D	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. Attendance at tutorials is strongly recommended. Attendance will be recorded. Attendance at lectures is not compulsory, however is strongly advised as they lead directly onto the tutorials.

Study commitment

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

Required readings

Dutton’s Orthopaedic Examination, Evaluation, and Intervention, 6e (2023). McGraw Hill Medical.
Fox, J. E., & Day, R. J. (2009). A Physiotherapist’s Guide to Clinical Measurement. Elsevier Health Sciences
Brukner, et al., Brukner & Khan's Clinical Sports Medicine: Foundations of Clinical Practice. Sixth ed., New York, N.Y, McGraw-Hill Education LLC, (2024).

All recommended readings for this unit can be accessed through the Library’s reading list system Leganto, available on Canvas. Other weekly recommended readings will be added to Canvas as required.

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. 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.
LO3. Conduct and interpret a variety of musculoskeletal assessments, integrating knowledge from the basic, applied and social sciences with specialist technical skills to formulate measurement tool selection, monitoring actions, and strategies for case management with an evidence-based practice approach.
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 creativity.
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. 2.2.4. 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. 3.2.3. 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) - 2.2.5. 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. 2.2.7. Explain national, state, and compensable scheme frameworks across the health care, aged care, and disability sectors, and the requirements for AEPs working in these settings. 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) - 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. 1.2.4. Develop effective, concise, respectful, and informative clinical documentation, including case notes and reports, and apply appropriate record keeping practices. 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. 4.2.8. 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) - 1.2.4. 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. 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. 3.2.8. 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. 1.2.2. 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. 1.2.4. 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. 2.2.6. Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes. 2.2.7. Explain national, state, and compensable scheme frameworks across the health care, aged care, and disability sectors, and the requirements for AEPs working in these settings. 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.
1.2.2		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.
1.2.4		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.
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.
2.2.7		Explain national, state, and compensable scheme frameworks across the health care, aged care, and disability sectors, and the requirements for AEPs working in these settings.
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.
4.2.1		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.

I’d like to thank the students for their constructive feedback and for their positive engagement in the unit this year. Overall, the feedback was really positive and hopefully the improvements we made from students’ feedback from 2024 have helped to continue to improve this unit. Students in 2025 really enjoyed the practical / tutorial classes, especially how interactive they were and how well their paired with what they learnt in the lectures. The tutorials helped students critically think through real-world cases. Students appreciated being taught by clinical EPs working in the area and that all the teaching team were supportive and engaging. Students also found the lived experience client interaction invaluable. We will aim to continue with these aspects in future years. Students found the assessments linked well to the content and were well organised and explained. They found the competency checklists helpful in their learning and liked the assessment reference file. However, detailed assessment information was not released to the students early enough this year and they would have liked an increased word count for the EMP (Part A). There was a mix of responses from students saying that they thought the prac exam was too similar to the one in 3rd year and not assessing enough knowledge vs. too much to remember and that they were not prepared enough for the intensity of it. This may have been partly due to competing assessments in other units. The prac exam structure and information to students will be reevaluated for next year.

Additional information

Work, health and safety

WHS Induction checklist must be completed in the first class.

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

EXSS4017: Advanced Musculoskeletal Rehabilitation

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