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Unit outline_

EXSS2035: Physical Activity and Society

Semester 2, 2021 [Normal day] - Remote

This unit provides an understanding of the structure of the health system in Australia. It explores the relationships between physical activity and population health, including the impact of public policy on promoting physical activity and reducing sedentary behaviour. Students will also learn how age and gender influence exercise capacity and how physical activity can influence changes across the lifespan.

Unit details and rules

Academic unit Movement Sciences
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Helen Parker, h.parker@sydney.edu.au
Lecturer(s) Helen Parker, h.parker@sydney.edu.au
Nathan Johnson, nathan.johnson@sydney.edu.au
Chin Moi Chow, chin-moi.chow@sydney.edu.au
Type Description Weight Due Length
Final exam (Take-home short release) Type D final exam Assessment 4: Final exam
Written exam comprising short- and extended-answer questions.
45% Formal exam period 3 hours
Outcomes assessed: LO1 LO3 LO5
Assignment group assignment Assessment 1: Physical activity needs assessment
Written submission, groupwork
20% Week 05 1000 words (excl. references)
Outcomes assessed: LO1 LO3 LO4 LO5
Presentation group assignment Assessment 2: Intervention presentation
Group work (pairs), in-class presentation. Slides submitted in advance.
25% Week 09 10 minutes
Outcomes assessed: LO1 LO5 LO4 LO2
Participation Assessment 2a: peer marking and feedback
Completion & submission of marking rubric and feedback for 2 presentations
0% Week 09 100 words x 2
Outcomes assessed: LO2 LO4
Assignment group assignment Assessment 2: Presentation slides for Assessment 2
Slides to be used in Assessment 2 presentation submitted in advance
0% Week 09 Not applicable
Outcomes assessed: LO4
Assignment group assignment Assessment 3: Intervention resource
Client resource to support adoption/adherence to intervention.
10% Week 13 Not applicable
Outcomes assessed: LO2 LO4
group assignment = group assignment ?
Type D final exam = Type D final exam ?

Assessment summary

  • Assessment 1: Physical activity needs assessment. Students work in pairs to conduct a physical activity/sedentary behaviour needs assessment for a specific population group (e.g. culturally and/or linguistically diverse and/or specific life-stage/age/sex group): identify and describe the population, and examine with respect to physical activity behaviours, barriesr, facilitators, attitudes, needs. Students must each (individually) submit a group assignment contribution form with this assessment. Students must attempt this assessment in order to remain eligible to pass the unit of study. Standard late penalties apply.
  • Assessment 2: Intervention presentation. Building on work submitted for assessment 1 and working in the same small groups as assessment 1, students will develop and present a public health intervention aiming to improve population levels of physical activity and/or sedentary behaviour for the selected population group. Presentation slides are to be submitted by Monday 11:59pm in advance of the tutorial session in which presentations will be conducted. While this item appears as “non-weighted/variable” in the assessment schedule in the UoS outline, these slides form part of the Assessment 2 mark, and will be graded during the presentation itself. Therefore any changes to presentation slides after submission will incur a late penalty for the whole assessment, as per standard late submission rules for assessments. Students must attempt this assessment in order to remain eligible to pass the unit of study. Students must each (individually) submit a group assignment contribution form with this assessment. Standard late penalties apply.  
  • Assessment 2a: Peer marking of presentations. Students will be assigned to mark two (2) other presentations (a different population group from the one they studied themselves) from within their tutorial group/presentation session. A marking rubric will be provided to structure the marking and feedback. While this item appears in the assessment table in the online UoS outline as “non-weighted/variable”, students must complete and submit peer marking within two hours of the completion of their tutorial group’s presentations; failure to submit peer marking forms will result in a deduction of 5 points from their (individual) total assessment mark for Assessment 2 (i.e. maximum grade for Assessment 2 for a student not completing and submitting Assessment 2a will be 20% of the final grade, rather than 25% of the final grade for the unit of study).  
  • Assessment 3: Intervention Resource. Working in the same small groups as assessment 1 and 2, students will develop and submit a client resource to support adoption and adherence to the intervention proposed in Assessment 2. Students must each (individually) submit a group assignment contribution form with this assessment. Students must attempt this assessment in order to remain eligible to pass the unit of study. Standard late penalties apply.
  • Assessment 4: Final Exam. A written exam drawing on content from the whole semester. Students must attempt this exam in order to remain eligible to pass the unit of study.
  • Other notes: 
  • In addition to the specific requirements for assessment tasks noted above, students must achieve an overall cumulative mark of at least 50% to be eligible to pass this unit of study.
  • Detailed information for each assessment can be found on Canvas.

Assessment criteria

Result name Mark Range

Description

Absent Fail   To be awarded to students who fail to demonstrate the learning outcomes for the unit at an acceptable standard through failure to submit or attend compulsory assessment tasks (Assessments 1, 2, 3 and 4)
Fail 0 to 49 To be awarded to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard. Students will be awarded a fail grade for achieving <40% in the final exam.
Pass 50 to 64 To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the faculty.
Credit 65 to 74 To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a good standard as defined by grade descriptors or exemplars established by the faculty.
Distinction 75 to 84 To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a very high standard as defined by grade descriptors or exemplars established by the faculty.
High Distinction 85 to 100 To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an exceptional standard as defined by grade descriptors or exemplars established by the faculty.

 

For more information see guide to grades.

Late submission

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

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

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

Standard late penalties apply.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

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

Special consideration

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

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

Using AI responsibly

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

WK Topic Learning activity Learning outcomes
Week 01 Unit Introduction: * Sedentary behaviour – definitions, prevalence population-wide, risks to health; * Benefits and risks of PA – definitions of PA, exercise; evidence for health benefits of PA including physical, social benefits for able-bodied and physically disabled individuals; risks of PA; * Recommended levels of PA (healthy adults) Lecture (2 hr) LO1
Week 02 Models of health and wellbeing: * Models of health; * Structure of the Australian health system; * Role and scope of EP /ES professional in Australian Health model; * Cultural awareness, cultural competence in delivery of healthcare and individual- and population-level interventions: definitions, exploration of examples of cultural practices that may affect/influence PA participation among Australian population. Lecture (2 hr) LO1 LO2
Evidence-based practice: revise levels of evidence; in-depth exploration of population datasets, national health surveys, cohort studies; relevant statistics and methods of reporting Tutorial (2 hr) LO1 LO5
Week 03 Environmental and social determinants of PA: * The built environment, public transport, active transportation; * Social and cultural, correlates of physical activity, relevance for designing interventions Lecture (2 hr) LO1 LO2 LO3
Evidence-based practice: Searching for population-specific cohort studies and population-level PA interventions using electronic databases, appraising and selecting studies, incorporating published literature into your population PA needs assessment and designing an intervention to increase physical activity/reduce sedentary behaviour Tutorial (2 hr) LO1 LO2 LO5
Week 04 Environmental and other determinants of PA: * Economic and political correlates of physical activity, relevance for designing interventions; * Exercise adherence. Lecture (2 hr) LO1 LO2 LO3
Week 05 Physical activity measurements: * Measurement of PA and sedentary behaviour in children and adults; * Questionnaires, activity monitors, doubly labelled water; * PA Surveillance: surveillance of physical activity and sedentary behaviour in Australia and internationally, physical activity prevalence and trends Lecture (2 hr) LO1 LO2
Measuring PA and SB: objective (Actigraph, pedometers, Fitbit, mobile phone) and subjective (IPAQ, GPAQ) physical activity measures Tutorial (2 hr) LO2
Week 06 Physical inactivity: * Prevention programs; * Promotion of physical activity; * Population characteristics and needs, social determinants of health to inform development of appropriate interventions. Lecture (2 hr) LO1 LO2
Week 07 Physical activity promotion: * Individual PA interventions (strengths and weaknesses); * Population-level PA promotion: promotion of physical activity at the population level in Australia and internationally (school, work, community, mass media), identification of agencies involved in promotion. Lecture (2 hr) LO1 LO2
Workshopping of population-level intervention and presentation of preliminary intervention program Tutorial (1 hr) LO2 LO4
Week 08 Exercise during growth and development 1: * Lifespan development - Stages of growth of the individual from conception to adulthood, biological age/chronological age across the lifespan; * Musculoskeletal changes during ageing and injury. Lecture (2 hr) LO3
Workshopping of population-level intervention and drafting of proposed client resource for enhancing adherence to the program Tutorial (1 hr) LO2 LO5
Week 09 Exercise during growth and development 2: * Disuse and musculoskeletal health: effects of immobilisation and injury on the musculoskeletal system; * Exercise effects on structural and physiological development in the human body; * Exercise contraindications. Lecture (2 hr) LO1 LO3
Assessment: Presentation of population-level PA/SB intervention (group assessment) Presentation (2 hr) LO2 LO4
Week 10 Exercise during growth and development 3: * Ageing and injury; * Exercise physiology during ageing; * Disuse and musculoskeletal health: effects of immobilisation and injury on the musculoskeletal system; * Exercise contraindications (adults, older adults) Lecture (2 hr) LO3
Week 11 Physical activity guidelines and considerations in special populations 1: * PA/SB guidelines for adults; * PA/SB guidelines for older adults. Lecture (2 hr) LO1 LO3
Contraindications for exercise - population specific Tutorial (1 hr) LO1
Week 12 Physical activity guidelines and considerations in special populations 2: * PA guidelines for pregnant women; * PA/SB guidelines for children and adolescents. Lecture (2 hr) LO1 LO3
Exercise programming during pregnancy Tutorial (1 hr) LO1 LO3
Week 13 Review of semester Lecture (2 hr) LO1 LO2 LO3

Attendance and class requirements

Students are encouraged to attend tutorials to optimise engagement with the material and participate in class discussion. Content in tutorials will assist students in completing Assessment 1 and 2.

Assessment 2 and 3 are undertaken in small groups, therefore it is strongly advised that students attend tutorials leading up to week 9 since students will work on assessment materials with their group during these tutorials, and can ask questions and receive feedback from teaching staff during these classes to help optimise the development of their Assessment 2 and 3 submissions.

Attendance will be recorded at tutorials; and attendance at the presentations tutorial session in week 9 is compulsory. Students unable to attend their tutorial class in week 9 must apply for special consideration: https://www.sydney.edu.au/students/special-consideration.html 

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

There is no prescribed textbook for this unit. However, the following texts may assist with various aspects of content.

For physical activity content:

  • Rod Dishman, Gregory Heath, I-Min Lee. Physical Activity Epidemiology (3rd Edition) 2013. Kuman Kinetics, Illinois
  • Adrianne E Hardman, David Stensel. Physical Activity and Health: The Evidence Explained 2009. Taylor & Francis

For growth and development content:

  • Malina R, Bouchard C, Bar-Or O. Growth, Maturation, and Physical Activity. 2nd ed. 2004. Human Kinetics.

For Evidence-Based Practice:

  • Herbert RD, Jamtvedt G, Mead J, Hagen KB. (2005) Practical Evidence-Based Physiotherapy. Oxford: Elsevier.
  • Hoffmann T, Bennett S, & Del Mar C. (Eds.) (2010) Evidence-Based Practice Across the Health Professions. Sydney: Churchill Livingstone Elsevier.
  • Strauss SE, Glasziou P, Richardson WS & Haynes RB. (2011) Evidence-Based Medicine. 4th ed. Edinburgh: Churchill Livingstone Elsevier.

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. Describe the risks to health associated with physical inactivity or sedentary behaviour, and identify populations at risk of insufficient physical activity or sedentary behaviour and assess population characteristics and physical activity needs.
  • LO2. Design an intervention for a culturally or linguistically diverse population, using evidence-based practice, to increase physical activity and reduce sedentary behaviour.
  • LO3. Demonstrate understanding of how age and gender influence exercise capacity and how physical activity can influence changes in the human body across the lifespan.
  • LO4. Communicate effectively in writing, digital presentation and orally to both specialist and non-specialist audiences.
  • LO5. Differentiate between high and lower quality sources of information to inform evidence-based 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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
LO1         
LO2         
LO3         
LO4         
LO5         

Alignment with Competency standards

Outcomes Competency standards
LO1
Accredited Exercise Scientist Professional Standards (2022) - ESSA
1.2.4. Practice with integrity within the scope of training for an Exercise Scientist and the ESSA Code of Professional Conduct and Ethical Practice.
12.2.1. Explain the role of sedentary behaviour and physical activity in the aetiology, prevention and management of chronic conditions, mental health and disability.
12.2.4. Apply and evaluate population-level recommendations and Australian guidelines for optimising physical activity and reducing sedentary behaviour across the lifespan.
12.2.5. Relate the benefits and risks of physical activity and apply evidence-based principles to recommend appropriate levels of physical activity for diverse populations.
12.2.6. Identify and assess populations at risk of insufficient physical activity or sedentary behaviour to inform development of appropriate recommendations and/or interventions.
13.2.4. Interpret and analyse the factors that influence and predict exercise adherence.
7.2.1. Select and apply appropriate assessment procedures, including screening of appropriate social determinants of health, goal setting, obtaining informed consent and a relevant medical history, and performing a pre-exercise risk assessment and understand when onward referrals are warranted.
LO2
Accredited Exercise Scientist Professional Standards (2022) - ESSA
1.2.4. Practice with integrity within the scope of training for an Exercise Scientist and the ESSA Code of Professional Conduct and Ethical Practice.
1.2.8. Describe the broad structure of the Australian health system and the roles of Exercise Scientists.
12.2.2. Describe the potential impact of public policy on promoting physical activity and reducing sedentary behaviour in diverse populations.
12.2.3. Identify agencies involved in the promotion of physical activity and identify potential partners to assist with this promotion.
12.2.4. Apply and evaluate population-level recommendations and Australian guidelines for optimising physical activity and reducing sedentary behaviour across the lifespan.
12.2.5. Relate the benefits and risks of physical activity and apply evidence-based principles to recommend appropriate levels of physical activity for diverse populations.
13.2.4. Interpret and analyse the factors that influence and predict exercise adherence.
14.2.2. Use research databases to access peer-reviewed scientific literature and conduct searches to identify relevant information.
14.2.3. Appraise research methods and reports, including statistical results to understand methodological and ethical aspects of research, and integrate this knowledge into all areas of exercise science practice.
14.2.4. Cite the research of others in written and oral communication
6.2.5. Apply evidence-based physical activity and exercise principles affecting growth, development, pregnancy, and ageing.
7.2.1. Select and apply appropriate assessment procedures, including screening of appropriate social determinants of health, goal setting, obtaining informed consent and a relevant medical history, and performing a pre-exercise risk assessment and understand when onward referrals are warranted.
7.2.3. Identify and describe the limitations, contraindications or considerations that may require the modification of assessments and make appropriate adjustments for diverse individuals.
7.2.6. Select, develop and conduct appropriate protocols for safe, effective and culturally sensitive assessments including risk management and risk assessment concepts associated with the health and assessment of exercise science.
LO3
Accredited Exercise Scientist Professional Standards (2022) - ESSA
4.2.6. Identify and explain the common contraindications for participation in exercise and the associated risks.
5.2.5. Describe the adaptations that can occur within the neuro-musculoskeletal system as a result of deconditioning, ageing and injury, and the role of physical activity and exercise for preventing functional decline.
6.2.1. Describe the stages of growth, maturation and development across the lifespan, from conception through to reproduction and death.
6.2.2. Describe the difference between chronological and biological age, and the implications of these two factors across the life span.
6.2.3. Identify exercises that are contraindicated for particular stages of growth, maturation and development across the lifespan, and have knowledge of the injuries or conditions that commonly present during certain stages of growth and development.
6.2.4. Describe the structural, physiological, motor and psychosocial developmental changes across the lifespan, and the effect, and timing of, physical activity and exercise to elicit change.
6.2.5. Apply evidence-based physical activity and exercise principles affecting growth, development, pregnancy, and ageing.
6.2.6. Illustrate the social determinants of health that affect growth and development.
LO4
Accredited Exercise Scientist Professional Standards (2022) - ESSA
14.2.4. Cite the research of others in written and oral communication
LO5
Accredited Exercise Scientist Professional Standards (2022) - ESSA
14.2.3. Appraise research methods and reports, including statistical results to understand methodological and ethical aspects of research, and integrate this knowledge into all areas of exercise science practice.
14.2.4. Cite the research of others in written and oral communication
Accredited Exercise Physiologist Professional Standards -
Competency code Taught, Practiced or Assessed Competency standard
2.3.4 T Illustrate fundamental behaviour change determinants, principles, theories and their application to improving client exercise compliance and lifestyle choices including exercise and nutrition.
4.3.1 T Formulate strategies to manage negative influencing factors on client behaviours.
5.3.1 T Deliver safe and effective exercise plans that consider available scientific evidence, client treatment goals, medical history, clinical status and other influencing factors.
5.3.2 T Deliver safe and effective exercise interventions to affect positive changes in exercise and functional capacity; health and wellness behaviours and that consider influencing factors including risk, safety, individual and sociocultural/economic factors.
Accredited Exercise Scientist Professional Standards (2022) -
Competency code Taught, Practiced or Assessed Competency standard
1.2.4 A T P Practice with integrity within the scope of training for an Exercise Scientist and the ESSA Code of Professional Conduct and Ethical Practice.
1.2.8 A T Describe the broad structure of the Australian health system and the roles of Exercise Scientists.
12.2.1 A T Explain the role of sedentary behaviour and physical activity in the aetiology, prevention and management of chronic conditions, mental health and disability.
12.2.2 A T Describe the potential impact of public policy on promoting physical activity and reducing sedentary behaviour in diverse populations.
12.2.3 A T Identify agencies involved in the promotion of physical activity and identify potential partners to assist with this promotion.
12.2.4 A T P Apply and evaluate population-level recommendations and Australian guidelines for optimising physical activity and reducing sedentary behaviour across the lifespan.
12.2.5 A T P Relate the benefits and risks of physical activity and apply evidence-based principles to recommend appropriate levels of physical activity for diverse populations.
12.2.6 A T P Identify and assess populations at risk of insufficient physical activity or sedentary behaviour to inform development of appropriate recommendations and/or interventions.
13.2.4 A T Interpret and analyse the factors that influence and predict exercise adherence.
14.2.2 A T P Use research databases to access peer-reviewed scientific literature and conduct searches to identify relevant information.
14.2.3 A T P Appraise research methods and reports, including statistical results to understand methodological and ethical aspects of research, and integrate this knowledge into all areas of exercise science practice.
14.2.4 A P Cite the research of others in written and oral communication
4.2.6 A T P Identify and explain the common contraindications for participation in exercise and the associated risks.
5.2.5 A T Describe the adaptations that can occur within the neuro-musculoskeletal system as a result of deconditioning, ageing and injury, and the role of physical activity and exercise for preventing functional decline.
6.2.1 A T P Describe the stages of growth, maturation and development across the lifespan, from conception through to reproduction and death.
6.2.2 A T Describe the difference between chronological and biological age, and the implications of these two factors across the life span.
6.2.3 A T P Identify exercises that are contraindicated for particular stages of growth, maturation and development across the lifespan, and have knowledge of the injuries or conditions that commonly present during certain stages of growth and development.
6.2.4 A T Describe the structural, physiological, motor and psychosocial developmental changes across the lifespan, and the effect, and timing of, physical activity and exercise to elicit change.
6.2.5 A T P Apply evidence-based physical activity and exercise principles affecting growth, development, pregnancy, and ageing.
6.2.6 A T Illustrate the social determinants of health that affect growth and development.
7.2.1 A T P Select and apply appropriate assessment procedures, including screening of appropriate social determinants of health, goal setting, obtaining informed consent and a relevant medical history, and performing a pre-exercise risk assessment and understand when onward referrals are warranted.
7.2.2 A T P Identify and use the common processes and equipment required to conduct accurate and safe health, physical activity and exercise assessments.
7.2.3 A T P Identify and describe the limitations, contraindications or considerations that may require the modification of assessments and make appropriate adjustments for diverse individuals.
7.2.4 A T P Explain the scientific rationale, reliability, validity, assumptions and limitations of common assessments.
7.2.6 A T P Select, develop and conduct appropriate protocols for safe, effective and culturally sensitive assessments including risk management and risk assessment concepts associated with the health and assessment of exercise science.

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

This is the first time that this unit has been offered. Students are encouraged to provide feedback to staff to help shape this unit - both during semester and in the Unit of Study Survey at the end of semester. Constructive comments and suggestions are particularly welcome.

For administrative assistance, please email: shs.ltadmin@sydney.edu.au

Disclaimer

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