Outline

Overview

This unit of study is designed to prepare the student for practice in the area of paediatric physiotherapy. Emphasis is given to students developing anunderstanding of typical development and the potential influences upon a child's development. The student will develop understanding of the changes which occur from infancy to maturity in the neuro-motor, musculoskeletal and cardiopulmonary body systems, and the impact of congenital or acquired conditions causing dysfunction in one or more of these systems. The emphasis of the teaching approach will be on clinical and ethical reasoning within the WHO ICF-CY (International Classification of Functioning, Disability and Health Children) to promote health and well-being for children within a family-centred practice framework. Paediatric clinical scenarios are designed to promoteself-directed learning in order to problem-solve assessment and management strategies for children with dysfunction, and/or are at risk of poor health and well-being. The approach will also emphasise the role of physiotherapy within broader health care teams and services to prepare students for the variety of health care settings andcontexts in which paediatric physiotherapists may work. The unit is designed to facilitate students to integrate prior learning from other units of study with the content of this unit.

Unit details and rules

Unit code	PHTY3084
Academic unit
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	PHTY3081 and PHTY3082 and PHTY3087
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Mohammad Fauzan Bin Maideen, mohammad.fauzan@sydney.edu.au
Guest lecturer(s)	Alison Harmer, alison.harmer@sydney.edu.au
Lecturer(s)	Mohammad Fauzan Bin Maideen, mohammad.fauzan@sydney.edu.au
Tutor(s)	Alison Chivers, alison.chivers@sydney.edu.au
Tutor(s)	Mohammad Fauzan Bin Maideen, mohammad.fauzan@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Assessment item 1 (part B): Gross Motor Skill Activity Design Template group submission and written report Written task	30%	-	2 page document submission
Outcomes assessed:
Final exam	Assessment item 2: Online written exam MCQ and short answer	70%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Assessment item 1 (part A): developmental table Written task	0%	Week 03	Submit a 2 page developmental table
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment item 1 (part A): Create a developmental motor skills table from 3 months to 5 years of age using supplied template (located on Canvas).
Assessment item 1 (part B): Design a gross motor skill (GMS) activity in a team and implement the activity to Early Learning Centre (ELC) children – practical assessment. Team written report following GMS activity.
Assessment item 2: Written exam – multiple choice and short answer questions. This exam will cover all material covered in lectures, tutorials, essential readings as referred to in lectures and tutorials.

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.

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.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to unit PHTY3084 and paediatric physiotherapy; 2. Typical motor development and review of motor control in children (part 1)	Lecture (2 hr)
Week 02	1. Typical motor development and review of motor control in children (part 2); 2. Assessment in paediatric physiotherapy	Lecture (2 hr)
Week 03	Typical development in infants and young children	Tutorial (2 hr)
Week 03	1. Developmental coordination disorder; 2. Down syndrome	Lecture (2 hr)
Week 04	Developmental and motor assessment in infants and young children	Tutorial (2 hr)
Week 04	Paediatric physiotherapy in NICU	Lecture (2 hr)
Week 05	Assessment task: gross motor skill activity with 3-5 years old from Early Learning Centre (bilbys group)	Tutorial (2 hr)
Week 05	Paediatric physiotherapy in neuromuscular disorders: evidence and intervention	Lecture (2 hr)
Week 06	Assessment task: gross motor skill activity with 3-5 years old from Early Learning Centre (numbats group)	Tutorial (2 hr)
Week 06	Paediatric physiotherapy in acquired brain injury: evidence and intervention	Lecture (2 hr)
Week 08	Assessment task: gross motor skill activity with 3-5 years old from Early Learning Centre (wallabys group)	Tutorial (2 hr)
Week 08	Paediatric physiotherapy in cerebral palsy: introduction, evidence and interventions	Lecture (2 hr)
Week 09	Assessment task: gross motor skill activity with 3-5 years old from Early Learning Centre (platypus group)	Tutorial (2 hr)
Week 09	Paediatric musculoskeletal conditions in neonates and infants	Lecture (2 hr)
Week 10	Clinical reasoning: the child with cerebral palsy	Tutorial (2 hr)
Week 10	Paediatric musculoskeletal conditions in children and adolescents	Lecture (2 hr)
Week 11	Lower limb alignment issues in children	Tutorial (2 hr)
Week 11	Cardiopulmonary physiotherapy in paediatrics	Lecture (2 hr)
Week 12	Paediatric tests and case scenarios	Tutorial (2 hr)
Week 12	Aquatic physiotherapy	Lecture (2 hr)
Week 13	Evidence based practice	Lecture (2 hr)

Attendance and class requirements

Attendance: Students are expected to attend a minimum of 80% of tutorials for a unit of study, unless granted exemption by the Dean, Head of School, or Professor most concerned. The Dean, Head of School, or Professor most concerned may determine that a student fails a unit of study because of inadequate tutorial attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 80%. Students are expected to attend all lectures in this unit of study. Lecture recordings will be made available where possible to assist with revision and study but should not be considered a substitute for physically attending the lecture.
Required materials: Week 11 tutorial requires exposure of the lower limbs. Please wear/ bring shorts to this class.

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

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. solve relevant paediatric clinical problems accessing appropriate resources and using a process of clinical reasoning
LO2. demonstrate an understanding of typical growth and development from birth to adolescence
LO3. discuss the occurrence of variations in typical development and possible reasons for these
LO4. understand gross motor skill development in children 0-5 years and appreciate milestone development in other relevant domains
LO5. describe the potential impact of atypical development on the skeletal, respiratory and neurological systems
LO6. identify the potential psychosocial impact of illness, disease and/or disability on a child, their family and the community
LO7. select physiotherapy interventions based on the best evidence available and identify how the intervention would be managed and evaluated
LO8. describe a plan of management for a paediatric problem that also recognises the potential role of other health practitioners.

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
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations
	Physiotherapy Practice Threshold Statements - 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
	Physiotherapy Practice Threshold Statements - 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
	Physiotherapy Practice Threshold Statements - 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
	Physiotherapy Practice Threshold Statements - 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being

Physiotherapy Practice Threshold Statements -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment
3.2		record and effectively communicate physiotherapy assessment findings, outcomes and decisions
7.1		organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member
8.A		knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence
8.B		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice
8.C		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
8.D		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
8.F		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being

Responding to student feedback

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

• Creating a formalised activity planning template for the students to use in preparation for their pre-schooler assessment task as a method of formative feedback • Refinement of the assessment marking rubric • Allude the assessment task to real world clinical situations via the reflection component of the written report • Specific and timely feedback for formative assessment tasks • Streamlining of tutorial readings

Additional information

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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

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

Media

Student links

About us

Connect

Current students

PHTY3084: Paediatric Physiotherapy

Semester 1, 2020 [Normal day] - Cumberland, 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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

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

Media

Student links

About us

Connect