Outline

Overview

The unit will develop professional, clinical decision making and practical skills for the assessment, design and delivery of physical activity in complex cases with multi-morbidity. Strong emphasis will be placed on student engagement in discussion with instructors and each other in tutorial and practical settings. Clinical scenarios will be used to develop understanding of scope of practise, core principles of case management, professional conduct and the employment of evidence based practise in complex, multi-morbid disease. Students will be challenged to identify contraindications and safety precautions for exercise that is advised from comprehensive client histories and screening, and how to communicate with other relevant stakeholders regarding current and past medical status/history, and when to refer onwards. By the end of the unit, students will demonstrate autonomy and expert judgement in the evaluation and assessment, and prescription of safe and effective evidence-based exercise for clients with complex multiple chronic diseases. The first half of the unit will focus on developing and advancing the fundamental skills of the AEP in the context of complex chronic disease (with clinical case study examples). The second half of the unit will put these fundamental principles into practise using a case study approach.

Unit details and rules

Unit code	EXSS5201
Academic unit	Movement Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	EXSS5103 and EXSS5104 and EXSS5111 and EXSS5112 and EXSS5113 and EXSS5114
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Yorgi Mavrou, yorgi.mavros@sydney.edu.au
Lecturer(s)	Yorgi Mavrou, yorgi.mavros@sydney.edu.au
	Tess Hawkins, tess.hawkins@sydney.edu.au
	Maria Fiatarone Singh, maria.fiataronesingh@sydney.edu.au
	Chloe Trevor, chloe.trevor@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Case conference Present on a case study from your clinical placement.	30%	- Closing date: 28 Jun 2024	20 minutes.
Outcomes assessed:
Skills-based evaluation	OSCE (Objective Structured Clinical Examination) Demonstrate clinical competency and autonomy in core skills of the AEP	30%	- Closing date: 28 Jun 2024	60 minutes 3 stations (20 min each)
Outcomes assessed:
Assignment	Simulation case study reports SOAP notes, GP letter, and EMP for each simulation case seen	40%	Week 05 Due date: 22 Mar 2024 at 23:59	4 case study reports, up to 5 pages each
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

See Canvas for detailed instructions for each assessment.

Sim Case study reports (40%):

During Sim Lab, you will be divided into groups of 3 or 4.
During your interaction with the sim patient, you will create SOAP notes, and begin to formulate an exercise management plan.
Using these notes, you will:
- Formalise your SOAP notes
- Create an exercise management plan
- Write a letter to the referring practitioner that details your assessment of the patient, your management plan (including goals), and any other pertinent information (this can include possible referrals, other health concerns picked up during the history/assessment, request for more information)
As a group, you will submit your report for all 4 simulation cases that you experienced. Two of these reports for each group will be marked, at random.

Case conference (30%):

Students will be required to select a complex case study that they worked with during their final two clinical placements.
Students will present this case study to colleagues (maximum of 4 colleagues and 2 assessors).
The presentation will include two components:
- Part 1: history and background
  - All relevant social and medical history. This includes primary reason for referral, co-morbidities, medications, surgical history, living/social situations, and any other history that is relevant to the case study
  - Objective assessments and interpretation
  - Exercise management plan
- Part 2: Reflection
  - Students should then reflect on the assessments, goals and exercise management plan. Students should consider if the assessments and exercise were optimal, reflected best practice and considered the objectives of the broader care team.
  - Challenges and adverse events. How were these managed/overcome, and what could have been better?
Colleagues will be encouraged to participate in discussion of the case study following the presentation.

OSCE (Objective Structured Clinical Examination) (30%):

4 stations will be created for students to demonstrate clinical competency and autonomy in core skills of EP practice:
1. Assessment of aerobic capacity
2. Assessment of muscular strength
3. Musculoskeletal assessment + Assessment of functional capacity
4. Implementation and prescription of exercise
Students will complete two (2) of the stations. Students will:
- Be randomly assigned to one (1) of stations 1, 2 or 3 covering aerobic, resistance and musculoskeletal/functional assessment
- All students will complete the implementation and prescription of exercise (station 4)

Assessment criteria

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.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

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

In accordance with University policy, these penalties apply when written work is submitted after 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 Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Formal exam period	WIL Debrief	Forum (4 hr)
Week 01	Screening, communication and history taking	Lecture and tutorial (4 hr)
	Communication, behaviour modification, barriers and goal setting	Lecture (2 hr)
	Assessment and monitoring in complex clients	Lecture (2 hr)
	Patient interviews and exercise assessment in patients with lived experience	Practical (4 hr)
Week 02	Safe and effective exercise prescription in complex clients	Lecture and tutorial (4 hr)
	Responding to changes in clinical status	Lecture and tutorial (4 hr)
	Scope of practice and multidisciplinary care	Lecture and tutorial (4 hr)
Week 03	Preparation for Simulation cases 1 - 3	Workshop (3 hr)
	Preparation for Simulation cases 4 - 6	Workshop (3 hr)
	Simulated learning experience, cases 1 -3	Simulation laboratory (8 hr)
Week 04	Simulated learning experience, cases 4 - 6	Simulation laboratory (8 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 instructors and each other in all learning activities.

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

Readings will be made available on Canvas.

Recommended readings that may supplement this unit of study:

Textbooks

Brooks G.A., Fahey T.D. and Baldwin K.M. (2004). Exercise Physiology, human bioenergetics and its application. McGraw-Hill. 4th Ed.

Cameron M., Selig S. and Hemphill, D. (2011). Clinical Exercise – a case based approach. Elsevier. 1st edition.

LeMura L.M. and von Duvillard S.P. (2004). Clinical Exercise Physiology: Application and Physiological Principles. Lippincott Williams and Wilkins.

Ehrman J.K., Gordon P.M., Visich P.S. and Keteyian S.J. (2003). Clinical Exercise Physiology. Human Kinetics

Additional reading

American College of Sports Medicine (2017), ACSM's Guidelines for Exercise Testing and Prescription (10th Ed.), Lippincott, Williams and Wilkins Pub., Baltimore, MD, USA.

American College of Sports Medicine (2016), ACSM's Exercise Management for Persons with Chronic Disease and Disabilities (4rd Ed.), Human Kinetics Press, Champaign, IL, USA

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. Have an advanced and integrated understanding of the scope of practice, core principles of case management, and professional conduct of the AEP in the context of complex cases with multiple chronic diseases
LO2. Be able to apply their advanced knowledge of pathological and pathophysiological bases for chronic diseases to identify contraindications for exercise, and be able to choose appropriate screening and assessment tools (including point of care testing) in order to risk stratify and assess clinical status before, during and after exercise in complex cases with multiple chronic diseases
LO3. Synthesise knowledge received from multiple sources such as the referring practitioner, other allied health practitioners, the client and their own assessment tools, interpret results, and be able to communicate results back to clients and other stakeholders
LO4. Use expert judgement to design safe and effective exercise plans using available scientific evidence and guidelines that consider client treatment goals and relevant medical history in complex cases with multiple chronic disease
LO5. Show adaptability to changes in clinical status (acute and chronic) such as adverse events (including first aid and emergency responses), co-morbidities, or changes in functional capacity in complex cases with multiple chronic diseases
LO6. Critically assess barriers to exercise and formulate appropriate behavioural interventions to improve client exercise participation or compliance in complex cases with multiple chronic diseases

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) - 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. 1.2.4. 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. 2.2.2. 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. 2.2.6. Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes. 2.2.8. Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions. 3.2.6. Communicate appropriate client support strategies to facilitate in-person and telepractice/telehealth service delivery which considers client needs, preferences, health and digital literacy, and accessibility factors. 3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals. 4.2.4. 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. 4.2.7. Communicate effectively and respectfully with clients and relevant others about progress and outcomes of interventions, including appropriate reporting.
	Accredited Exercise Physiologist Professional Standards (2023) - 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. 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. 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) - 1.2.3. Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others. 2.2.3. 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. 2.2.6. 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. 3.2.4. 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. 3.2.6. Communicate appropriate client support strategies to facilitate in-person and telepractice/telehealth service delivery which considers client needs, preferences, health and digital literacy, and accessibility factors. 3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals. 4.2.4. 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. 4.2.7. Communicate effectively and respectfully with clients and relevant others about progress and outcomes of interventions, including appropriate reporting. 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) - 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. 3.2.8. 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.
	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. 1.2.4. 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. 2.2.3. 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. 2.2.6. 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. 3.2.5. 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. 4.2.2. 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. 4.2.7. Communicate effectively and respectfully with clients and relevant others about progress and outcomes of interventions, including appropriate reporting.
	Accredited Exercise Physiologist Professional Standards (2023) - 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. 1.2.5. Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles. 1.2.7. Develop reflective practices through self-reflection, seeking and engaging with feedback from colleagues and clients, critically evaluating service delivery and outcomes, and engaging in ongoing learning. 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. 2.2.5. 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. 2.2.8. Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions. 3.2.1. Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients. 3.2.2. Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals. 3.2.6. Communicate appropriate client support strategies to facilitate in-person and telepractice/telehealth service delivery which considers client needs, preferences, health and digital literacy, and accessibility factors. 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. 4.2.7. Communicate effectively and respectfully with clients and relevant others about progress and outcomes of interventions, including appropriate reporting.

Accredited Exercise Physiologist Professional Standards (2023) -

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.
1.2.6		Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate.
1.2.7		Develop reflective practices through self-reflection, seeking and engaging with feedback from colleagues and clients, critically evaluating service delivery and outcomes, and engaging in ongoing learning.
1.2.8		Demonstrate leadership and the ability to advocate for client access to AEP services and appropriate health care.
2.2.1		Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life.
2.2.2		Examine principles of biopsychosocial care, value-based care, person-centred care and social and cultural determinants of health and apply this to promote health and well-being for individual clients and population groups.
2.2.3		Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum.
2.2.4		Evaluate the effect of commonly prescribed medications, diagnostic procedures, medical, surgical, and other interventions on both resting and exercise-related physiological responses across the full health spectrum.
2.2.5		Evaluate research findings and apply exercise prescription principles to develop recommendations and interventions, including targeted exercise prescription for the purposes of optimising health status, function, recovery, independence, and participation.
2.2.6		Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes.
2.2.8		Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions.
3.2.1		Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients.
3.2.2		Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals.
3.2.3		Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions.
3.2.4		Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions.
3.2.5		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.
3.2.6		Communicate appropriate client support strategies to facilitate in-person and telepractice/telehealth service delivery which considers client needs, preferences, health and digital literacy, and accessibility factors.
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.
4.2.7		Communicate effectively and respectfully with clients and relevant others about progress and outcomes of interventions, including appropriate reporting.
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.

No changes have been made since this unit was last offered.

Disclaimer

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

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EXSS5201: Exercise in Chronic and Complex Cases

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect