Outline

Overview

Students will develop knowledge and skills required to provide occupational therapy for people whose occupational performance is compromised by biomechanical and sensory motor impairments. A variety of theoretical perspectives used to guide practice will be covered. Students will learn how to evaluate performance, design occupation-embedded therapy programs, clearly articulate the theoretical and evidence-based rationale for their programs, and select methods to evaluate outcomes from therapy.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	BIOS1168 or BIOS5090
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Musculoskeletal anatomy knowledge
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Bronwyn Simpson Simpson, bronwyn.simpson@sydney.edu.au

Type	Description	Weight	Due	Length	Use of AI
Written work	Discharge report Written Assessment	45%	Formal exam period Due date: 17 Nov 2025 at 23:59	2000 words	AI allowed
Outcomes assessed:
Out-of-class quiz	Quizzes Fortnightly quizzes Week 2, 4, 8, 11 and 13; Open from the Wednesday , due 11:59pm Saturday; ~ 10 MCQ-type questions; Open book	15%	Ongoing	up to 60 minutes	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Skill demonstration and discussion Skill demonstration and discussion of an assessment procedure, and related interventions	40%	Week 07	-	AI prohibited
Outcomes assessed:
= hurdle task ?

Assessment summary

Quizzes: Five online quizzes on lecture and tutorial content. Available from the Wednesday and due Saturday 11:59pm, in the weeks assigned. Questions will be randomly assigned to each student from a question bank. Students must complete the quizzes individually. Open book, formative assessment.
Viva: Practical assessment of theory and practical skills taught during the lectures and tutorials. A selection of written case studies and the category of skill to be demonstrated will be provided to students 3 weeks before the Viva. Students will be randomly allocated one of these case studies at the commencement of the viva, and told the specific skill to be demonstrated. A second attempt is permitted following a failed Viva, with a maximum score of 50%. Barrier/hurdle task: must be passed to pass the unit of study.
Discharge report: Students are to imagine they are an occupational therapist who has just finished working with a case study client. Students to submit a discharge report outlining their input (using the template on Canvas).

All assessments must be attempted.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

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.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

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

Special consideration

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

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

Using AI responsibly

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

Support for students

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

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

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

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

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

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Unit overview; 2. Occupational performance: focused practice; 3. Movement analysis	Lecture and tutorial (4 hr)
Week 02	1. Biomechanical and sensorimotor impairments; 2. Assessing ROM	Lecture and tutorial (4 hr)
Week 03	Assessment and management of sensory impairment	Lecture and tutorial (4 hr)
Week 04	Progressive neurological conditions	Online class (1 hr)
	Orthotics intervention	Lecture (1 hr)
	Orthotic intervention	Tutorial (2 hr)
Week 05	Conditions affecting muscle tone	Online class (1 hr)
	Analysing abnormal movement	Lecture (1 hr)
	Orthotic intervention	Tutorial (2 hr)
Week 06	1. Spinal cord injury, 2. Orthopaedic conditions	Online class (2 hr)
Week 06	Analysing abnormal movement	Tutorial (2 hr)
Week 07	Assessing arm use, dexterity and strength	Lecture and tutorial (4 hr)
Week 08	1. Assessment and management of dysphagia, 2. Goal setting, roles of MDT	Lecture (2 hr)
Week 08	Assessing ROM & strength	Tutorial (2 hr)
Week 09	1. Burns, 2. Cardiopulmonary conditions	Online class (2 hr)
Week 10	Other motor training interventions - asynchronous module	Online class (4 hr)
Week 11	1. Stroke, 2. Functional electrical stimulation	Lecture and tutorial (4 hr)
Week 12	Task-specific motor training	Lecture and tutorial (4 hr)
Week 13	Compensatory/adaptive techniques and assistive technology	Lecture (2 hr)
Week 13	Extra practice session	Tutorial (2 hr)

Attendance and class requirements

Attendance: OCCP5208 is one of the ‘toolbox’ units of study in which you will learn specific assessment and intervention methods. These methods may cause harm if administered incorrectly. While it may be possible to learn about these methods from reading the professional literature, skill development requires that you have an opportunity to practise under the supervision of an experienced professional. For this reason, you are required to engage in ALL scheduled classes. Attendance will be recorded.

This includes:

1) Attendance at the lecture, or - for unavoidable absences - listening to the lecture recording. This must be done prior to your tutorial, because tutorial activities build on the lecture content each week, and the lecture content will be assumed knowledge. Note that the lecture recordings are provided primarily for revision purposes, and we can't guarantee there won't be technical issues affecting the recording. Attending in person should always be the first/preferred option. Please contact the unit coordinator if there are ongoing reasons that will impact your ability to attend the lecture.

2) Participation in tutorials. If unable to attend face-to-face you will need to contact the coordinator to arrange to complete and submit activities in lieu of attendance.

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

All readings for this unit can be accessed on the Library eReserve link available in the Canvas site for this unit.

The key textbook (and requried reading) is Dirette, D. P., & Gutman, S. A. (2021). Occupational therapy for physical dysfunction (Eighth edition.). Wolters Kluwer.

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. identify and describe the major upper limb impairments that impact on occupational performance, and personal experience in adults and children
LO2. measure upper limb range of motion, strength, sensation, coordination, and arm/hand use using informal methods, structured observation, and standardised assessments
LO3. interpret assessment data, establish therapy aims, and set hypothetical occupational performance goals for selected case histories
LO4. identify, describe, and develop skill in applying methods used by occupational therapists to increase or preserve range of motion, strength, coordination, and endurance capacities that enable arm and hand use
LO5. demonstrate knowledge and skill in embedding upper limb strategy application training techniques within the performance of daily life occupations
LO6. articulate supporting rationales for therapy programs developed that take into consideration client preferences, critiques of evidence, and core theories
LO7. synthesise learning by developing and justifying occupational therapy programs for selected clients whose occupational performance is compromised by upper limb impairment.

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
	Australian occupational therapy competency standards 2018 - 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 1.13. Manages resources, time and workload accountably and effectively 1.8. Adheres to all work health and safety, and quality requirements for practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 1.11. Maintains professional competence and adapts to change in practice contexts 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 1.13. Manages resources, time and workload accountably and effectively 1.8. Adheres to all work health and safety, and quality requirements for practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 4.1. Communicates openly, respectfully and effectively 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.6. Maintains contemporaneous, accurate and complete records of practice
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making
	Australian occupational therapy competency standards 2018 - 1.15. Addresses issues of occupational justice in practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.10		Practises within limits of her/his own level of competence and expertise
1.13		Manages resources, time and workload accountably and effectively
1.14		Recognises and manages her/his own physical and mental health for safe, professional practice
1.17		Recognises and manages any inherent power imbalance in relationships with clients.
1.8		Adheres to all work health and safety, and quality requirements for practice
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2		Applies theory and frameworks of occupation to professional practice and decision-making
2.3		Identifies and applies best available evidence in professional practice and decision-making
2.9		Maintains knowledge of relevant resources and technologies, and
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10		Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.11		Evaluates client and service outcomes to inform future practice
3.12		Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13		Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3		Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4		Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5		Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.8		Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1		Communicates openly, respectfully and effectively
4.11		Identifies and articulates the rationale for practice to clients and relevant others.
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.7		Obtains informed consent for practice and information-sharing from the client or legal guardian
4.9		Uses effective communication skills to initiate and end relationships with clients and relevant others

Responding to student feedback

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

The unit has run smoothly for several years now, And apart from updating the content yearly there are only two main changes this year: - The quizzes will return to being out of class quizzes, rather than in class quizzes. This allows students more time to complete this formative assessment, while prioritising class time for learning activities. - There are a series of asynchronous, online modules about conditions that can affect motor and sensory function. Students have reported varying preferences for either this interactive format, or a lecture. For some of the modules this year, we will offer the option of a pre-recorded lecture instead.

Additional information

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. This system is installed in Room 302, and is generally used for live demonstrations/visualisation rather than recording.

If we do plan to use the recording function, you will be advised. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Student Administration Manual on the Faculty of Health Sciences

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

OCCP5208: Motor and Sensory Strategies

Semester 2, 2025 [Normal day] - 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

Disclaimer

On this page

Useful links