Outline

Overview

The unit will develop knowledge, clinical decision making and practical skills for the assessment, design and delivery of physical activity for clientele with frailty and disability and target conditions in the neurological AEP pathology domains. Clinical scenarios will be used to develop understanding of the pathological and pathophysiolgical bases for neurological disease and disability diagnostic procedures, medical and allied health management, including medications. This will require the student to integrate prior knowledge, skills and experiences with new learning in the context of neurological condition management. Students will develop the capacity for appropriate assessment, monitoring, prescription and implementation of physical activity for neurologial clientele and those with frailty and disability, to ultimately design and deliver safe and effective physical activity management plans that are individualised and evidence-based.

Unit details and rules

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

Teaching staff

Coordinator	Glen Davis, glen.davis@sydney.edu.au

Assessment

The census date for this unit availability is 3 October 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam ?	End-Semester Exam End Semester Final Exam	45%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Presentation and demonstration of skill assessment and training strategies Demonstrations skills and content based evaluation	20%	Week 10 Due date: 08 Oct 2025 at 23:59	10 minutes per student	AI prohibited
Outcomes assessed:
Practical test ?	Written Case Studies and Oral Defence Written Case Studies and Oral Defence	35%	Week 13 Due date: 24 Oct 2025 at 23:59	30 minutes	AI prohibited
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1: Presentation and demonstration of skill assessment and training strategies (20%)

Practical Assessment – A case study of a frail/mobility impaired older adult. Students are asked to select appropriate screening and clinical tests of physical function and mobility, and demonstrate competency in having a patient perform physical tests.

Written component (due 2359, 08/10/2025) and demonstration of skill assessment and training strategies (Wednesday of Week 10). 10 minutes per student in groups of 3-4 (worth 20%)

Assessment 2: Written Case Studies and Oral Defence (35%)

A written assignment in the form of an Exercise Management Plan for two clients demonstrating: sound physiological understanding, critical appraisal of test validity/reliability and exercise training principles with clear use of the evidence-based practice. Combined with oral presentation and defence of the program to assess the ability to rationalise decisions and the use of scientific evidence to support these.

Written component (due 2359, 24/10/2025) and the Oral Exam component (at various times in Week 13) (worth 35%).

Assessment 3: Final Exam (45%) The final exam will test the student’s knowledge of the material covered in all lectures and practicals for the entire semester. The exam will consist of provided case studies, short answers and long answers. The Exam will occur during the University Final Exam period.

Assessment criteria

HD	85
DI	75
CR	65
PS	50

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:

Assessment 1: Non-attendance will result in a mark of 0/20. A deduction of 5% of the maximum mark for each calendar day after the due date for the written hand-in component. After ten calendar days late for the written hand-in component, a mark of zero will be awarded. Assessment 2: Non-attendance will result in a mark of 0/35. A deduction of 5% of the maximum mark for each calendar day after the due date for the written hand-in component. After ten calendar days late for the written hand-in component, a mark of zero will be awarded. Assessment 3: Non-attendance will result in a mark of 0/45.

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
Formal exam period	Written Final Exam	Performance (2 hr)
Mid-semester break	Multiple Sclerosis and Peripheral Neuropathologies (Che Fornusek) - Aetiology; identification and diagnosis; pathophysiology and consequences; signs and symptoms; medical and multidisciplinary care; description of its effects and progress; fatigue management; assessment and measurement tools for evaluating clinical and functional status, and appropriate therapeutic targets for AEPs.	Lecture (2 hr)
	Frailty and Disability 2, including sarcopenia and osteoporosis (Maria Fiatarone Singh) - Evaluate & apply the evidence-base for physical activity, exercise, exercise testing and prescription and implementation, including choosing and applying guidelines and evidence to achieve safe and effective physical activity prescription with consideration of mode, intensity, frequency and clinical status; How & when to modify exercise in response to progress, adverse events or changes in clinical status.	Lecture (2 hr)
	Practical - Neurological conditions (Glen Davis, Che Fornusek, Suzie Mate, Megan Tiong) - Interact with clients with MS, CMT and SCI. Set up an appropriate exercise environment for participants with MS and SCI, and monitor client fatigue pre and post exercise. Assess client clinical status and health using relevant tools and techniques. Implement aerobic, resistance and core strength exercise tests. Interpret client results and clinical status.	Practical (2 hr)
Week 07	1. Introduction to Unit of Study and Assessments (Glen Davis). 2. Clinical Reasoning for Exercise Physiology Interventions (Jen Fleeton) Clinical reasoning process to deliver patient-centred, evidence-based, and value-based exercise physiology interventions, including evaluating evidence, patient-centred and value-based goals, interpreting results and setting therapeutic targets, biopsychosocial approach, and positioning intervention within the broader healthcare team.	Lecture (2 hr)
	1. Sensorimotor Deficits Associated with Frailty and Neurological Conditions (Jen Fleeton). Pathophysiological basis of motor skill deficits of various neurological/ageing conditions & their identification/diagnosis. 2. Strategies for Rehabilitation or Maintenance of Sensorimotor Function (Jen Fleeton). - Tools (modalities) for AEP rehabilitation & maintenance of function with neurological conditions (i.e. cardiorespiratory fitness, functional & resistance training, motor re-learning, etc).	Lecture (2 hr)
	1. Aerobic and Strength Deficits Associated with Frailty and Neurological Conditions (Che Fornusek) Pathophysiological basis of aerobic and muscle strength deficits associated with various neurological conditions and frailty. 2. Strategies for Rehabilitation or Maintenance of Aerobic Fitness and Muscle Strength (Glen Davis) Rehabilitation and maintenance of aerobic fitness / muscle strength for different neurological conditions and associated movement disorders and contributing factors	Lecture (2 hr)
	Tools/techniques to measure client clinical status and interpret clinical status results and their implications for safe and effective exercise participation for elderly, frail and neurological clients (Glen Davis and Suzie Mate)	Tutorial (2 hr)
Week 08	Spinal Cord Injury 1 (Glen Davis) - Pathophysiology, diagnostic criteria and classification, medico-surgical and assistive technology interventions, medications, exercise capacity, adverse signs and symptoms including medical sequelae of SCI, fatigue recognition and planning in the population.	Lecture (2 hr)
	Frailty and Disability 1, (Maria Fiatarone Singh) - Epidemiology, prevalence and definitions, diagnostic criteria and measurement tools of sarcopenia and osteopenia/osteoporosis, mobility limitations, frailty and disability; personal and societal burden, common co-morbidities and future consequences or complications, contraindications to exercise, clinical signs and symptoms, and medical management including medication, surgery and other allied health.	Lecture (2 hr)
	Spinal Cord Injury 2 (Glen Davis) - Behaviour change for physical activity promotion, exercise prescription for fitness, wellness and health, motor performance for functional outcomes, nutritional status and issues, reporting to key stakeholders, psychosocial issues linked to spinal cord injury.	Lecture and tutorial (2 hr)
Week 09	Stroke/TBI (Glen Davis) - Pathophysiology, diagnostic criteria and classification, medico-surgical and assistive technology interventions, medications, exercise capacity, adverse signs & symptoms with fatigue recognition and planning. Behaviour change for physical activity promotion, exercise prescription for fitness and health, motor performance for functional outcomes, nutritional status and issues, reporting to key stakeholders, and psychosocial issues linked to stroke. Retraining of gait.	Lecture (2 hr)
Week 09	Exercise and Cerebral Palsy (Adult and Paediatric) (Jade Kohler) Pathophysiology, diagnostic criteria and classification, medications, exercise capacity, adverse signs and symptoms including fatigue recognition and planning, behaviour change for physical activity promotion, exercise prescription for fitness, wellness and health, nutritional status and issues, reporting to key stakeholders, psychosocial issues linked to disease.	Lecture (2 hr)
Week 10	Exercise, Intellectual Disability and ASD (Amanda Semaan) - Identification/diagnosis; pathophysiology and consequences; medical and multidisciplinary care; assessment/measurement tools for assessing clinical and functional status. Evidence-base for physical activity/exercise therapy, ExRx and implementation including: choosing and applying guidelines and evidence, stratification and management of exercise risk, medication interactions, monitoring, and management of clinical status and changes.	Lecture (2 hr)
	Cognitive Impairment and Dementia (Maria Fiatarone Singh) - Identification/diagnosis; pathophysiology and consequences; medical and multidisciplinary care; assessment/measurement tools for assessing clinical and functional status. Evidence-base for physical activity/exercise therapy, ExRx and implementation including: choosing and applying guidelines and evidence, stratification and management of exercise risk, medication interactions, monitoring, management of clinical status and changes.	Lecture (2 hr)
	Assessment 1: Presentation and demonstration of skill training strategies	Presentation (2 hr)
	Assessment 1: Presentation and demonstration of skill training strategies	Presentation (2 hr)
Week 11	Parkinson’s Disease and Lewy Body Dementia (Maria Fiatarone Singh) - Aetiology; prevalence & burden; Signs and symptoms; identification/diagnosis; pathophysiology & consequences; medical & multidisciplinary care; assessment/measurement tools. Evidence-base for physical activity/exercise therapy, ExRx and implementation. Stratification and management of exercise risk, medication interactions, management of clinical status and changes, evaluation and reporting, and special considerations.	Lecture (2 hr)
	Tutorial – Stroke, Cognitive Impairment and Dementia (Maria Fiatarone Singh, Suzie Mate) Discuss setting up an appropriate exercise environment that accommodates the accessibility and mobilisation needs of the stroke client with manual handling techniques to assist with client transfers within the parameters of professional practice. Practice assessing and monitoring fatigue levels before, during, and after exercise. Practice using tools and techniques to measure a client's clinical status.	Tutorial (2 hr)
	Consolidation, Reflections on Learning and Pre-Final Exam Revision (Suzie Mate, Glen Davis)	Lecture (2 hr)
Week 13	Written Case Studies and Oral Defence (Che Fornusek, Maria Fiatarone Singh, Jen Fleeton, Suzie Mate, Glen Davis)	Performance (0.5 hr)

Attendance and class requirements

Weeks 7 to 13 are in-class Lectures.

Week 7, Mid-Semester Break and Week 11: Attendance at tutorials and practicals is strongly recommended. Attendance will be recorded.

Week 10: Attendance is compulsory for Group presentations. Non-attendance will result in a mark of 0/20.

Week 13: Attendance is compulsory for Assessment 2: Case Study Oral Defense: Non-attendance will result in a mark of 0/35.

Final Exam period: Attendance compulsory for Assessment 3: Final Written Exam: Non-attendance will result in a mark of 0/45.

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

Required supplementary readings

Tweedy SM, Beckman EM, Geraghty TJ, Theisen D. Perret C, Harvey LA and Vanlandewijck. (2017). Exercise and sports science Australia (ESSA) position statement on exercise and spinal cord injury. JSMS 20:108-115.

de Oliveira CQ, Refshauge K, Middleton JW, de Jong L and Davis GM. (2017). Effects of Activity-based therapy interventions on mobility, independence and quality of life for people with spinal cord injuries: A systematic review and meta-analysis. J Neurotrauma. 34(9):1726-1743.

Saunders DH, Sanderson M, Hayes S, Kilrane M, Greig CA, Brazzelli M and Mead GE. (2020). Physical fitness training for stroke patients (Review). Cochrane Database of Systematic Reviews (John Wiley & Sons Online, Publishers). https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD003316.pub7/full.

Indicative Additional Readings (Journal articles, incl. Thematic Reviews, Systematic Reviews)

Nightingale TE, Metcalf RS, Vollaard NB amd Bilzon JL. (2017). Exercise Guidelines to promote cardiometabolic health in spinal cord injured humans: Time to raise the intensity? Arch Phys Med Rehabil. 98:1693-704

Lederman O, Suetani S, Stanton R, Chapman J, Rosenbaum S, Ward PB and Siskind D. (2017) Embedding exercise intercise interventions as routine mental health care: implementation strategies in residential, inpatient and community settings. Australas Psychiatry. 25:451-455

ESSA Position Statements

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 a range of neurological pathologies affecting coordination, performance of activities of daily living and exercise.
LO2. Design, revise, and deliver client-centred exercise plans that consider scientific evidence, client goals, medical history, including cognitive capacity, clinical status, and other influencing factors for a range of neurological pathologies. These exercise management plans will demonstrate a sound foundation of clinical reasoning, including behaviour change strategies, techniques to maintain motivation, adherence, and progression with specific treatment, careful interpretation of information, critical analysis, synthesis of evidence, reflection and inventiveness to health outcomes and functional attributes in activities of daily living for clientele with neurological conditions.
LO3. Interact effectively with key stakeholders including clientele and health professionals in the health care framework to participate in delivering multi-disciplinary care to individuals with neurological health issues.
LO4. Appropriately monitor, evaluate and modify physical activity interventions for clientele in the AEP neurological domain. This includes recognising and responding appropriately to changes in clinical status, functional capacity and adverse signs and symptoms at rest, during and post exercise.
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 neurological deficits related to specific diseases and/or aging for the maintenance and improvement of function.
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. 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. 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) - 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. 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. 4.2.5. 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.
	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. 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) - 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. 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. 4.2.5. 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.
	Accredited Exercise Physiologist Professional Standards (2023) - 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. 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. 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.
	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. 1.2.5. 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.

Accredited Exercise Physiologist Professional Standards (2023) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.3		Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others.
2.2.1		Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life.
2.2.3		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.
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.
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.
4.2.6		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.

The comments were generally favourable regarding the unit's operation. Many students liked the practical classes and tutorials. Some suggestions were made about reorganising the content delivery to provide more time to prepare for the Oral Exam topics, and I was attentive to that this year. There were also some "what could have been done better" comments related to the high workload intensity across the three concurrent units of study (ExSS5112, ExSS5113, and ExSS5114), but unfortunately, I can't do anything about units' timetabling that except to bring it to the attention of the MEP Program Director. In 2025, I reduced the number of content blocks to use Wednesdays 3-5 only when needed, and I added non-teaching time before the Oral Exams.

Additional information

All assessment tasks are compulsory, and Special Consideration is required for non-submission/non-attendance of any task. Failure to complete any assessment task will lead to an absent fail (AF) result.

Use of Artificial Intelligence applications in ExSS5113:

1. All assessments in ExSS5113 will be secured, in person, so using Artificial Intelligence applications is not allowed.

2. Students are permitted to use Artificial Intelligence applications to prepare for, learn about or select best-practice skill assessment and training strategies and prepare Exercise Management Plans for submission before their Oral Case Study Defence. In the performance of their presentation and demonstration of skill assessment and training strategies (Assessment 1) and the Written Case Studies and Oral Defence (Assessment 2), students may be queried on the information they have presented, including the rationale for their submissions and references used in the assessments.

Work, health and safety

Students and staff will comply with all Faculty requirements for hygiene and infection risk management including monitoring/reporting, PPE, hand hygiene protocols, etc., where required

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

EXSS5113: Exercise, Ageing and Neurological Health

Semester 2b, 2025 [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