Outline

Overview

This unit of study will integrate knowledge from earlier units to further develop the skills required for the assessment and management of health conditions with more complex presentations across the lifespan. The study of musculoskeletal, cardiorespiratory and neurological health conditions will continue to be integrated and draw on the comprehensive application of anatomy, physiology, exercise physiology and biomechanics. Module topics will include complex musculoskeletal conditions, exercise in special populations, care in specialised high-dependency/ intensive care environments, paediatrics, disability and rehabilitation, including spinal cord injury. Students will reflect on their clinical experiences in the context of their cultural capability. They will continue to develop their awareness of social issues in health and begin to gain advocacy skills. Students will also develop skills in research project design, research methodology, and research appraisal with an emphasis on ethical considerations in research across a variety of populations and will commence planning for their capstone research project.

Unit details and rules

Academic unit	Movement Sciences
Credit points	18
Prerequisites ?	PHTY6500 and PHTY6501
Corequisites ?	PHTY6503
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Mohammad Fauzan Bin Maideen, mohammad.fauzan@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	AT1: Weekly knowledge and problem-based quizzes Weekly quizzes for pre-assessment, self-improvement and ongoing revision. Must achieve a score of 85% or higher.	0%	Multiple weeks	20-30 minutes	AI allowed
Outcomes assessed:
Presentation	AT2: Exercise for health promotion podcast Pair work - podcast on exercise for health promotion	0%	Week 04 Due date: 29 Aug 2025 at 23:30	10 minutes	AI allowed
Outcomes assessed:
Practical test ?	AT3: Prac viva - IP acute Clinical skills assessment with viva, focusing on the IP acute module	0%	Week 06	15 minutes (oral)	AI prohibited
Outcomes assessed:
Written test ?	AT4: Reflection on the IP-acute prac viva assessment Reflection on Clinical Skills + Viva assessment (IP acute)	0%	Week 06	15 minutes (oral)	AI prohibited
Outcomes assessed:
Creative work	AT5: Gross motor skill activity template Group work - Paediatrics gross motor skill template	0%	Week 08 Due date: 26 Sep 2025 at 23:30	5-8 pages	AI allowed
Outcomes assessed:
Oral test ?	AT6: Viva - SCI rehabilitation Interactive oral examination - SCI rehabilitation	0%	Week 10	15 minutes (oral)	AI prohibited
Outcomes assessed:
Practical test ?	AT7: Prac viva - Primary care Clinical skills assessment + Viva, focusing on the Primary care module	0%	Week 11	15 minutes (oral)	AI prohibited
Outcomes assessed:
Written test ?	AT8: Professional notes for Primary care prac exam Write up the findings and interventions demonstrated in the Primary care prac exam according to medico-legal requirements (SOAP notes).	0%	Week 11	15 minutes (oral)	AI prohibited
Outcomes assessed:
Practical test ?	AT11: Prac viva - Paediatrics Clinical skills assessment + Viva, focusing on the Paediatrics module	0%	Week 12	15 minutes (oral)	AI prohibited
Outcomes assessed:
Q&A following presentation, submission or placement	AT10: Q&A following research methods presentation Q&A with examiner following your group's journal club presentation.	0%	Week 12	3 minutes	AI prohibited
Outcomes assessed:
Presentation	AT9: Research methods presentation Journal club group presentation, presented in your final Research Methods tutorial of the semester.	0%	Week 12	10 minutes	AI allowed
Outcomes assessed:
Portfolio or journal	AT12: Skill acquisition portfolio Skill acquisition portfolio documenting the practical skills accumulated, plus short reflection.	0%	Week 12 Due date: 31 Oct 2025 at 23:30	n/a	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

AT1 - Weekly quizzes: Weekly quizzes enable students to assess their own understanding, identify knowledge gaps, enhance their grasp of the
course material and revise content.

AT2 - Exercise for health promotion podcast: In pairs, students will produce a 10-minute podcast to demonstrate the benefits of physiotherapy through specific exercises. Students will submit a list of references used to inform their podcast.

AT3 - Skills-based assessment with viva (A): Students will demonstrate professional communication, including gaining informed consent and adhering to infection control, while performing selected clinical skills relevant to the intensive care/high dependency unit scenarios. Students will then answer questions related to content learned in the inpatient acute module.

AT4 - Reflection on skills-based assessment (A): Students will submit a reflection of their performance in the skills-based assessment.

AT5 - Gross motor skill activity template: In groups of four, students will develop a group-based indoor activity plan to address a gross motor skill among preschoolers aged 3-5 years of age.

AT6 - Viva (B): Students will answer questions related to content learned in the spinal cord injury rehabilitation module.

AT7 - Skills-based assessment with viva (C): Students will demonstrate professional communication, including gaining informed consent and adhering to infection control, while performing selected objective assessments and interventions for a primary care musculoskeletal case. Students will then answer questions related to the primary care musculoskeletal case and content learned in this module.

AT8 - Professional notes for skills-based assessment (C): Students will document their assessment and treatment performed following their skills assessment via SOAP notes.

AT9 - Research methods presentation: Students will participate in a journal club by working in groups of four to present an overview of a research paper. Students will submit their presentation slides the day prior to their presentation.

AT10 - Q&A following research methods presentation: Students will answer questions relating to their presentation.

AT11 - Skills-based assessment with viva (D): Students will demonstrate professional communication, including gaining informed consent and adhering to infection control, while performing selected clinical skills for a paediatric patient and communicating with their parent/caregiver. Students will then answer questions related to a paediatric case.

AT12 - Skill acquisition portfolio: Students will submit a comprehensive e-portfolio demonstrating their skill development and practical experiences over the semester.

Assessment criteria

To pass this unit of study, students must demonstrate competency in all physiotherapy competency criteria. Detailed information regarding the progression rules can be found on the Canvas homepage.

Overall grade	Grading descriptions
Exceptional	Outstanding performance, demonstrating a high level of competence and understanding
Proficient	Proficient performance meeting expectations with a strong grasp of concepts
Competent	Satisfactory performance meeting baseline expectations
Needs improvement	Performance requires significant improvement to meet expectations
Unsatisfactory	Performance is unsatisfactory and does not meet expectations

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	Part 1. Introduction to Paediatric Physiotherapy. Part 2. Typical Motor Development and Review of Motor Control in Children	Seminar (2 hr)
	Part 3. Assessment in Paediatric Physiotherapy	Seminar (2 hr)
	Part 1.Spinal fractures and physiotherapy management on acute neurosurgical wards Part 2. Cerebral haemorrhage and tumours	Seminar (2 hr)
	Part 3. Complex case study of a patient with acute TBI	Seminar (2 hr)
	Chronic fatigue/long Covid	Seminar (2 hr)
	Shoulder acute conditions	Seminar (2 hr)
	Shoulder gradual onset conditions	Seminar (2 hr)
	Typical Development in Infants	Tutorial (2 hr)
	Clinical reasoning and implementation of appropriate interventions (specific to acute cardiopulmonary case studies)	Tutorial (2 hr)
	Advancing exercise prescription for people with neurological impairment	Tutorial (2 hr)
	Shoulder Assessment (Acute, Gradual onset)	Tutorial (2 hr)
Week 02	Part 1. Effects of cardiopulmonary interventions on the patient with acute traumatic brain injury (TBI) Part 2. Acute care end of life issues and advanced care directives	Seminar (2 hr)
	Paediatric Physiotherapy in Cerebral Palsy: Introduction, Evidence and Interventions	Seminar (2 hr)
	Exercise prescription in patients with multi-morbidities	Seminar (2 hr)
	Upper limb exercise/rehabilitation	Seminar (2 hr)
	Atypical Development in Infants	Tutorial (2 hr)
	Clinical reasoning and implementation of appropriate interventions (specific to acute cardiopulmonary and acute neurological/neurosurgical case studies)	Tutorial (2 hr)
	Diabetes and exercise prescription	Tutorial (2 hr)
	Shoulder Management (Acute/Gradual onset)	Tutorial (2 hr)
Week 03	Physiotherapy in Neonatology	Seminar (2 hr)
	Part 1. Rehab in ICU – ICU acquired weakness Part 2. Complex case study of a paediatric patient	Seminar (2 hr)
	Prevention of injuries in elite and recreational athletes: screening and injury prevention programs	Seminar (2 hr)
	Cervical spine assessment - triage/risk/case based	Seminar (2 hr)
	Motor Assessment in Infants	Tutorial (2 hr)
	Deteriorating patient in HiFi Sim	Tutorial (2 hr)
	Exercise for shoulder & upper limb	Tutorial (2 hr)
	Return to sport planning	Tutorial (2 hr)
Week 04	Cardiorespiratory Physiotherapy in Paediatrics	Seminar (2 hr)
	Sleep disordered breathing	Seminar (2 hr)
	Injury management focus- working with a team and on-field management of common, serious and head injuries	Seminar (2 hr)
	Cervical spine management	Seminar (2 hr)
	Assessment Skills in Neurodevelopmental Paediatrics	Tutorial (2 hr)
	Rehab in ICU	Tutorial (2 hr)
	Event day management- focus on taping	Tutorial (2 hr)
	Cervical spine assessment	Tutorial (2 hr)
Week 05	Paediatric Physiotherapy in Neuromuscular Disorders: Evidence and Intervention	Seminar (2 hr)
	Sports and recreation across the population - considerations for women athletes	Seminar (2 hr)
	Cervical spine radiculopathy	Seminar (2 hr)
	Revision: Physiotherapy interventions in intensive care	Tutorial (2 hr)
	Ethical dilemmas in sports physiotherapy: case studies and debate of sport issues	Tutorial (2 hr)
	Clinical Reasoning: The Child with Cerebral Palsy	Tutorial (2 hr)
	Cervical spine management	Tutorial (2 hr)
Week 06	Paediatric Physiotherapy in Acquired Brain Injury: Evidence and Intervention	Seminar (2 hr)
	Part 1. Overview of the physiotherapy management of people with SCI Part 2. Assessment, setting goals and understanding movement in people with different levels and types of SCI	Seminar (2 hr)
	Sports and recreation across the population - adolescent and older athletes	Seminar (2 hr)
	Upper cervical management/Headache/dizziness	Seminar (2 hr)
	Clinical Reasoning in Cardiorespiratory Paediatric Physiotherapy	Tutorial (2 hr)
	Exercise in different weather conditions	Tutorial (2 hr)
	Cervical spine exercises	Tutorial (2 hr)
Week 07	Part 1. Key impairments following SCI (including respiratory) Part 2. Research evidence for common interventions used to treat people with SCI	Seminar (2 hr)
	The Child with Hypotonia - Down Syndrome	Seminar (2 hr)
	Introduction and Reviews (meta analysis, systematic, scoping, narrative); conducting background search for research	Seminar (2 hr)
	Thoracic spine	Seminar (2 hr)
	Clinical Reasoning in Paediatric Neurology	Tutorial (2 hr)
	T4 paraplegia (whole and part task)	Tutorial (2 hr)
	Reading and interpreting systematic reviews	Tutorial (2 hr)
	Upper cervical spine assessment and management	Tutorial (2 hr)
Week 08	Paediatric Musculoskeletal Conditions in Neonates and Infants	Seminar (2 hr)
	Part 1. Mobility following SCI (walking and wheelchair mobility) - including robotics, VR Part 2.Pressure injury management	Seminar (2 hr)
	Common quantitative research methods part 1 (RCTs)	Seminar (2 hr)
	Whiplash	Seminar (2 hr)
	Treatment Strategies in Paediatric Physiotherapy	Tutorial (2 hr)
	C6 tetraplegia (whole and part task)	Tutorial (2 hr)
	Reading and interpreting quantitative research - RCTs	Tutorial (2 hr)
	Thoracic spine - assessment and management	Tutorial (2 hr)
Week 09	Paediatric Musculoskeletal Conditions in Children and Adolescents	Seminar (2 hr)
	Part 1. General wheelchair prescription and basic seating (including cushions) Part 2. Assistive technology	Seminar (2 hr)
	Common quantitative research methods part 2 (cohort studies; Dx studies; prognostic studies; surveys; reliability and validity)	Seminar (2 hr)
	Consolidation - cervical spine/thoracic spine/shoulder	Seminar (2 hr)
	Physiotherapy Assessment and Management of Congenital Musculoskeletal Conditions	Tutorial (2 hr)
	Reading and interpreting quantitative research - others	Tutorial (2 hr)
	Incomplete case and wheelchair skills (wheel stands)	Tutorial (2 hr)
	Thoracic spine management	Tutorial (2 hr)
Week 10	Paediatric Physiotherapy in Developmental Coordination Disorder and Autism	Seminar (2 hr)
	Occupational rehab: Assessment and intervention -	Seminar (2 hr)
	Common Qualitative research methods (interviews/focus groups/surveys and SR of qual studies)	Seminar (2 hr)
	Hand therapy 1	Seminar (2 hr)
	Reading and interpreting qualitative research	Tutorial (2 hr)
	Lower Limb Alignment Issues in Children	Tutorial (2 hr)
	Consolidation	Tutorial (2 hr)
Week 11	Vestibular rehabilitation	Seminar (2 hr)
	Transition to Adult Disability Services and Revision	Seminar (2 hr)
	Quality improvement projects	Seminar (2 hr)
	Hand therapy 2	Seminar (2 hr)
	Occupational rehabilitation 1	Tutorial (2 hr)
	Revision: Paediatric Assessment and Intervention Skills	Tutorial (2 hr)
	Quality improvement	Tutorial (2 hr)
Week 12	Year 3 taster -Writing a research proposal (title, aims, synopsis, background, methods, workplan, resources) and Ethical considerations - consent, ethical approval, research logistics	Seminar (2 hr)
	Occupational rehabilitation 2	Tutorial (2 hr)
	Hand therapy - assessment and management	Tutorial (2 hr)

Attendance and class requirements

Students are expected to attend 80% of seminars in this 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 seminar attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 80%.

Students are expected to attend a minimum of 80% of tutorials and simulation session 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%. Under exceptional circumstances, swapping to alternate tutorials on one-off occasions is possible only by prior agreement with the unit of study coordinators. However, this may be limited if the tutorial is already at capacity or if there are no other tutorials available.

Students are expected to independently engage in all flexible online learning activities in this unit of study and to be prepared for all in-person sessions. Engagement with flexible online learning
activities is monitored.

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 18 credit point unit, this equates to roughly 360-450 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. Apply comprehensive understanding of foundational knowledge of anatomy, physiology, pathology, and biomechanics to inform clinical reasoning in complex physiotherapy patient scenarios across the life-span.
LO2. Demonstrate advancing competencies of a physiotherapy practitioner with increasing autonomy and in cases with increasing complexity of diagnosis, presentation, and contexts.
LO3. Critically reflect on and use enabling communication skills that promote partnerships and empower clients across the lifespan and from different backgrounds.
LO4. Identify, create, facilitate, and implement evidence-based strategies to prevent or mitigate the progression of selected health conditions in the short, medium, and long-term.
LO5. Evaluate health improvement needs of patients with diverse backgrounds and evaluate and implement strategies using an enabling approach with appropriate goals.
LO6. Critically appraise, justify, and apply relevant innovative technological solutions, where appropriate, in the management of an individual or a client group.
LO7. Critically analyse a range of research methodologies and methods, including ethical and social considerations, and integrate these in relation to physiotherapy practice.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	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 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 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.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations 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 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 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 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 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 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 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 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 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 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 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 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 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
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
1.4		advocate for clients and their rights to health care
2.1		comply with legal, professional, ethical and other relevant standards, codes and guidelines
2.2		make and act on informed and appropriate decisions about acceptable professional and ethical behaviours
2.3		recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience
3.1		use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others
3.2		record and effectively communicate physiotherapy assessment findings, outcomes and decisions
3.3		deal effectively with actual and potential conflict in a proactive and constructive manner
4.1		assess their practice against relevant professional benchmarks and take action to continually improve their practice
4.2		evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review
4.3		efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
4.4		proactively apply principles of quality improvement and risk management to practice
4.5		recognise situations that are outside their scope of expertise or competence and take appropriate and timely action
5.1		engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice
5.2		engage in safe, effective and collaborative interprofessional practice
6.1		use education to empower themselves and provide knowledge to themselves and others.
6.2		seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting
7.1		organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member
7.2		lead others effectively and efficiently within relevant professional, ethical and legal frameworks
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
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.

n/a as this is a new unit

Additional information

Work, health and safety

Students must be able to fulfil the list of Inherent Requirements stated in this document:

(https://www.sydney.edu.au/content/dam/students/documents/enrolment/course-requirements/inherentrequirements/physiotherapy-inherent requirements.pdf).

Please refer to current COVID-19 safety protocols.

Disclaimer

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

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

PHTY6502: Physiotherapy Core Clinical Practice II

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links