Outline

Unit code	EXSS5112
Academic unit	Movement Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Coordinator	Yorgi Mavrou, yorgi.mavros@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Interprofessional Practice Care Plan Create an interdisciplinary care plan for a complex case study	25%	Mid-semester break Due date: 03 Oct 2021 at 23:59	10 min presentation and 3-page care plan
Outcomes assessed:
Participation	Tutorial attendance Students are required to attend 4 out of 5 tutorials	5%	Week 07	5 tutorials
Outcomes assessed:
Online task	Exercise programming and Oral Case Defence Prepare an exercise program for 2 case studies. Students will defend one.	35%	Week 11	20 minutes and 2 pages
Outcomes assessed:
Final exam (Take-home extended release)	End of semester take-home exam Case studies with short answer questions	35%	Week 12 Due date: 05 Nov 2021 at 12:00	48 hours
Outcomes assessed:
= hurdle task ? = group assignment ? = Type E final exam ?

WK	Topic	Learning activity
Week 04	Lecture: Pharmacology in the context of cancer	Online class (2 hr)
Lecture: Introduction to Cancer	Online class (2 hr)
Impact of cancer and exercise considerations	Tutorial (2 hr)
Week 05	Lecture: Role of exercise and physical activity in cancer, and developing an exercise plan	Online class (2 hr)
Developing an exercise plan for clients with cancer	Tutorial (2 hr)
Week 06	Lecture: Mental Health – Introduction to mental health	Online class (2 hr)
Lecture: Mental Health – the role of the EP & other health care professionals in mental health settings	Online class (2 hr)
Lecture: Pharmacology in the context of mental health	Online class (2 hr)
Inter-professional Practice in Mental Health Settings	Tutorial (2 hr)
Week 07	Lecture: Mental Health – operating safely & effectively	Online class (2 hr)
Case studies with mental health disorders	Tutorial (2 hr)
Communicating with clients	Tutorial (2 hr)
Week 08	Lecture: Intelectual disability and NDIS	Online class (2 hr)

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 sound knowledge of pathophysiology and aetiology of mental health and cancer domains, including common co-morbidities
LO2. Decide on appropriate screening and assessments for clients across the Accredited Exercise Physiology (AEP) pathology domains of cancer and mental illness.
LO3. Design, revise and deliver safe and effective client-centred exercise plans that consider scientific evidence, client goals, medical history, assessment data, clinical status and other influencing factors for a broad range of conditions across the Accredited Exercise Physiology (AEP) pathology domains of cancer and mental illness using behaviour change strategies, interpretation of information, critical analysis, synthesis of evidence, reflection and inventiveness.
LO4. Demonstrate ethical and professional conduct and behaviour, understand the scope of practice of AEPs, scope of practice of other health care professionals and comply with the ESSA code of professional conduct and ethical practice with clients.
LO5. Use effective and appropriate communication, including verbal and written communication with clients, referrer(s) and other relevant stakeholders to deliver safe and effective client-centred care for a broad range of conditions across the AEP pathology domains of cancer and mental illness. This includes the reporting of assessment outcomes, changes in clinical status, and referrals.

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 - 6.4.1. Explain cancer pathological, pathophysiological bases and roles of health professionals in delivering multi-disciplinary care to cancer clients. 6.4.3. Identify and respond to changes in clinical status, co-morbidities, exercise and functional capacity, between and during exercise sessions. 9.4.1. Examine the core principles of the mental health legislative framework; standard diagnostic criteria and major classifications; mental health pathological and pathophysiological bases; co-morbid cardiometabolic presentations; diagnostic, screening and outcome tools; and standard treatments and therapies for mental health and mental health target conditions. 9.4.3. Consider medications, medical and allied health interventions/treatments, clinical and safety risks and their implications on clinical status, exercise and functional capacity, and the design and delivery of safe and effective exercise for individual clients.
	Accredited Exercise Physiologist Professional Standards - 6.4.1. Explain cancer pathological, pathophysiological bases and roles of health professionals in delivering multi-disciplinary care to cancer clients. 6.4.2. Consider medications, surgical, medical and allied health interventions/treatments, clinical and safety risks and their implications on clinical status, exercise and functional capacity in the design and delivery of safe and effective exercise for individual clients. 9.4.3. Consider medications, medical and allied health interventions/treatments, clinical and safety risks and their implications on clinical status, exercise and functional capacity, and the design and delivery of safe and effective exercise for individual clients. 9.4.4. Formulate and demonstrate employing, interpreting and responding to prognostic screening tools and identifying, evaluating and reporting exercise capacity and clinical status changes including verbal and written communication with clients, referrer and other relevant stakeholders.
	Accredited Exercise Physiologist Professional Standards - 6.4.2. Consider medications, surgical, medical and allied health interventions/treatments, clinical and safety risks and their implications on clinical status, exercise and functional capacity in the design and delivery of safe and effective exercise for individual clients. 6.4.3. Identify and respond to changes in clinical status, co-morbidities, exercise and functional capacity, between and during exercise sessions. 9.4.3. Consider medications, medical and allied health interventions/treatments, clinical and safety risks and their implications on clinical status, exercise and functional capacity, and the design and delivery of safe and effective exercise for individual clients. 9.4.4. Formulate and demonstrate employing, interpreting and responding to prognostic screening tools and identifying, evaluating and reporting exercise capacity and clinical status changes including verbal and written communication with clients, referrer and other relevant stakeholders. 9.4.5. Examine barriers and their implication for exercise participation and/or progression in rehabilitation environment including individual and sociocultural/economic factors; and formulate mitigation strategies.
	Accredited Exercise Physiologist Professional Standards - 6.4.4. Revise communication and leadership to respond to changes in client and other health professional needs and manage changes in clinical situation(s). 9.4.1. Examine the core principles of the mental health legislative framework; standard diagnostic criteria and major classifications; mental health pathological and pathophysiological bases; co-morbid cardiometabolic presentations; diagnostic, screening and outcome tools; and standard treatments and therapies for mental health and mental health target conditions. 9.4.2. Explain the different roles of health professionals in delivering multi-disciplinary care to clients with mental health conditions.
	Accredited Exercise Physiologist Professional Standards - 6.4.4. Revise communication and leadership to respond to changes in client and other health professional needs and manage changes in clinical situation(s). 9.4.7. Revise communication and leadership style to respond to changes in client and other stakeholder needs and manage changes in clinical situation(s).

Accredited Exercise Physiologist Professional Standards -

Competency code	Taught, Practiced or Assessed	Competency standard
1.3.1		Illustrate the scope of practice of Accredited Exercise Physiologist (AEP) and the scope of roles available for AEP practice.
1.3.2		Employ core principles of case management and appropriate clinical reporting in the delivery of clinical, health and wellness, work conditioning and rehabilitation services within the boundaries of the ESSA AEP scope of practice and the healthcare system framework.
1.3.3		Practise professional conduct that incorporates the principles, legislation, regulations, rights and responsibilities that underpin: the ESSA Code of Professional Conduct and Ethical Practice; therapeutic and collegial relationships; and professional practice in a client centred, multi-disciplinary care environment.
1.3.4		Employ evidence-based practice and professional clinical practice principles in the practice of the profession of an AEP.
12.4.1		Examine: brain and neural pathway physiology and pathophysiological bases; the core principles of the health care system framework including informed consent and cognitive deficits and the roles of health professionals in delivering care to neurological clientele in multi-disciplinary care and rehabilitation environments.
12.4.2		Examine the diagnostic criteria and procedures; comorbid secondary complications and their implications on clinical and safety risks for exercise participation and potential to change clinical status for neurological clientele.
12.4.3		Consider medications, surgical, medical and allied health interventions/treatments, clinical and safety risks and their implications on clinical status, exercise and functional capacity, acute and chronic exercise response in the design and delivery of safe and effective exercise for individual neurological clients.
12.4.4		Recognise adverse clinical signs and symptoms and identify and respond to changes in clinical status, co-morbidities, exercise and functional capacity, intra session and formulate response(s) to changing clinical situations.
12.4.8		Employ behavioural change strategies and revise communication to accommodate decreased executive function in neurological clients; accommodate changes in neurological client clinical status inter and intra session; and facilitate mitigation of cognitive, behavioural and other influencing factors on treatment progression for individual neurological and rehabilitation clients.
12.4.9		Relay and report initial and changed status/progress to key stakeholders including client and referrer, considering good reporting principles and legislative and compensable scheme requirements.
2.3.1		Differentiate the pathological and pathophysiological bases for all target conditions in the musculoskeletal and cardiovascular domains and a broad range of the AEP target conditions across the other AEP pathology domains.
2.3.2		Distinguish common diagnostic procedures, medical, surgical and other interventions, and commonly prescribed medications for a broad range of target conditions across all AEP pathology domains.
2.3.3		Evaluate evidence base for mode, intensity, duration, frequency, volume and progression of exercise interventions for the target conditions in the musculoskeletal and cardiovascular domains and for a broad range of target conditions across all of the other AEP pathology domains.
2.3.4		Illustrate fundamental behaviour change determinants, principles, theories and their application to improving client exercise compliance and lifestyle choices including exercise and nutrition.
3.3.1		Differentiate contraindications for exercise for all target conditions in the musculoskeletal and cardiovascular domains and a broad range of target conditions across the other AEP pathology domains.
3.3.10		Formulate and demonstrate measurement, evaluation and reporting of functional capacity that includes evaluation plans and considers a variety of settings including clinical/private practice, tertiary care, pre-employment, workplace, recreation and sports settings.
3.3.2		Formulate comprehensive client histories that consider clinical risk and clinical safety factors and reasons for exercise.
3.3.3		Judge clients’ stratified exercise risk including when to refer onwards.
3.3.4		Formulate measurement actions, monitoring actions, and strategies to manage client clinical status and changes in clinical status before, during and after assessment and exercise, for all target conditions in the musculoskeletal and cardiovascular domains and a broad range of AEP target conditions across the other AEP pathology domains.
3.3.5		Choose and apply (before, during and after assessment and exercise) guidelines and measurement tools/techniques to measure and assess clients’ clinical and functional status; and safe and effective exercise ranges and limits, for all target conditions in the musculoskeletal and cardiovascular domains and a broad range of target conditions across the other AEP pathology domains.
3.3.6		Recognise, interpret, revise and demonstrate in client-centred, multi-disciplinary care models, responses to changing risk factors, safety factors and clinical situations before, during and after assessments and exercise (including first-aid response), for all target conditions in the musculoskeletal and cardiovascular domains and a broad range of target conditions across the other AEP pathology domains.
3.3.7		Formulate and demonstrate measurement, evaluation and reporting of exercise capacity including verbal and written communication with clients, referrer and other relevant stakeholders.
3.3.9		Discuss core principles of functional capacity as it relates to regulations, scientific evidence, safe practice, client need and a multi-disciplinary care environment.
4.3.1		Formulate strategies to manage negative influencing factors on client behaviours.
4.3.2		Design safe and effective exercise plans that consider available scientific evidence, client treatment goals, medical history, clinical status, screening and assessments information and other influencing factors.
4.3.3		Design and revise functional capacity assessments and interventions that consider the clients’ needs, capabilities, duties and/or workplace setting/requirements.
5.3.1		Deliver safe and effective exercise plans that consider available scientific evidence, client treatment goals, medical history, clinical status and other influencing factors.
5.3.3		Relay medicines information including purpose and importance of compliance and exercise related side effects; and nutrition information aligned to nationally endorsed guidelines to clients considering clinical status and other influencing factors for client comprehension.
5.3.5		Formulate responses and management strategies for the provision of emergency or first-aid responses, and the appropriate reporting to referrers/primary health providers and/or other health providers.
6.4.1		Explain cancer pathological, pathophysiological bases and roles of health professionals in delivering multi-disciplinary care to cancer clients.
6.4.2		Consider medications, surgical, medical and allied health interventions/treatments, clinical and safety risks and their implications on clinical status, exercise and functional capacity in the design and delivery of safe and effective exercise for individual clients.
6.4.3		Identify and respond to changes in clinical status, co-morbidities, exercise and functional capacity, between and during exercise sessions.
6.4.4		Revise communication and leadership to respond to changes in client and other health professional needs and manage changes in clinical situation(s).
9.4.1		Examine the core principles of the mental health legislative framework; standard diagnostic criteria and major classifications; mental health pathological and pathophysiological bases; co-morbid cardiometabolic presentations; diagnostic, screening and outcome tools; and standard treatments and therapies for mental health and mental health target conditions.
9.4.2		Explain the different roles of health professionals in delivering multi-disciplinary care to clients with mental health conditions.
9.4.3		Consider medications, medical and allied health interventions/treatments, clinical and safety risks and their implications on clinical status, exercise and functional capacity, and the design and delivery of safe and effective exercise for individual clients.
9.4.4		Formulate and demonstrate employing, interpreting and responding to prognostic screening tools and identifying, evaluating and reporting exercise capacity and clinical status changes including verbal and written communication with clients, referrer and other relevant stakeholders.
9.4.5		Examine barriers and their implication for exercise participation and/or progression in rehabilitation environment including individual and sociocultural/economic factors; and formulate mitigation strategies.
9.4.6		Identify and respond to changes in clinical status inter and intra session including behaviours non-conducive to exercise participation and/or progression, emergency response triggers including actual or perceived risk of harm to self, to / from others; medication and/or substance misuse; co-morbidities; exercise and functional capacity changes.

Result name	Mark range	Description
High distinction	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	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	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	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	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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