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Unit of study_

OCCP2104: Neuromotor Capacity and Occupational Perf

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

In this unit of study students examine occupational performance limitations due to neurodevelopmental and neurological impairment which reduce neuro-motor capacity. Theory and practice of occupational therapy assessment and intervention for occupational performance limitations associated with neuro-motor impairments across the lifespan are presented. Students apply concepts selected from an overview of motor control and sensory motor processing theories to describe the sensory and motor disturbances of neurological origin in adults and children and their impact on occupational performance. With a focus on functional use, students learn to: position and adults and children for enhanced functional performance; apply an evidence based prompt hierarchy to enhance occupational performance; analyse movements which hinder performance of everyday tasks; and integrate the use of prompts and equipment to promote occupational performance of adults and children with neurological impairment.

Unit details and rules

Unit code OCCP2104
Academic unit Participation Sciences
Credit points 6
OCCP1103 and OCCP1105
Assumed knowledge

BIOS1168 and BIOS1171

Available to study abroad and exchange students


Teaching staff

Coordinator Chris Chapparo,
Lecturer(s) Julianne Challita,
Chris Chapparo,
Type Description Weight Due Length
Assignment Assignment 1
Case based assignment.
20% Week 08
Due date: 12 Sep 2022 at 11:00

Closing date: 12 Sep 2022
2000 words
Outcomes assessed: LO1 LO2
Small test In-class short answer exam
Short answer in-class exam in response to videotaped client videotapes.
50% Week 12
Due date: 10 Oct 2022 at 11:00

Closing date: 10 Oct 2022
2 hours
Outcomes assessed: LO2 LO5 LO3
Assignment Assignment 2
In-depth case study addressing goal setting and intervention plans.
30% Week 13
Due date: 17 Oct 2022 at 11:00

Closing date: 17 Oct 2022
3000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO7 LO6

Assessment summary


For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work.

Assessment criteria

Details of assessment grading for each written assignment can be found on Canvas and will be discussed with students prior to submission.

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.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 • Classification of types of neuromotor difficulties and impact on occupational performance in adults and children • Motor control systems • Motor learning theory Lecture and tutorial (3 hr) LO1 LO2
Week 02 • Posture, postural adaptation and occupational performance • Disorders of posture • Cerebral Palsy: Levels of motor function • Positioning for function (children) • Changing body positions to suit task requirements • Assessment observations • Physical prompts to support performance Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 03 • Disorders of posture (adults) • Positioning for function (adults) • Changing body positions to suit task requirements • Assessment observations • Physical prompts to support performance • Goal setting for posture and postural adaptation during occupational performance Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO7
Week 04 • Upper limb function and occupational performance • Neurobiological concepts: Application to upper limb neuromotor control and occupational performance • Reach: grasp: release patterns needed for occupational performance • Impact of neuromotor function on reach and grasp Lecture and tutorial (3 hr) LO2 LO3 LO7
Week 05 • Assessment of upper limb neuromotor function: ULPA • Goal setting Lecture and tutorial (3 hr) LO3 LO6
Week 06 • Intervention to improve reach: grasp: release: coordination for occupational performance • Principles of systematic instruction: application to intervention approach for upper limb function • Application of least to most prompt hierarchy Lecture and tutorial (3 hr) LO4 LO5
Week 07 • Intervention to improve reach: grasp: release: coordination for occupational performance Lecture and tutorial (3 hr) LO4 LO5
Week 08 • Intervention to improve reach: grasp: release: coordination for occupational performance Lecture and tutorial (3 hr) LO4 LO5
Week 09 No class: public holiday Lecture and tutorial (3 hr)  
Week 10 • Intervention to improve reach and grasp for occupational performance: CIMT: Orthotic systems to improve neuromotor capacity during occupational performance Lecture and tutorial (3 hr) LO4 LO5
Week 11 Case based application Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 12 In-class assessment Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7

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.

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. Discuss neuromotor and sensory processing theories in the context of occupational performance and disability
  • LO2. Demonstrate knowledge of sensory motor problems commonly found in adults and children who have a neurological disorder
  • LO3. Describe and use standardised and observational procedures to measure neuromotor function during occupational performance
  • LO4. Demonstrate appropriate application of least to most prompt hierarchy to instruct and shape neuromotor responses during performance of daily tasks
  • LO5. Plan occupational therapy interventions that are aimed at improving neuromotor capacity during occupational task performance using best available evidence
  • LO6. Determine an appropriate method to evaluate the effectiveness of chosen interventions.
  • LO7. Modify assessment, goal setting, and instructional strategies which use verbal and physical contact prompts and cues in a manner that ensures cultural safety and relevance for Aboriginal and Torres Strait Islander clients

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

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered.


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.