Outline

Overview

This unit provides an understanding of public policy and health promotion as part of the health system in Australia. It explores the relationships between physical activity and population health, including cultural and social factors affecting physical activity and sedentary behaviour. It looks at the impact of public policy on promoting physical activity and reducing sedentary behaviour across population groups. Students will also learn how age and gender influence exercise capacity and how physical activity can influence growth, development, and health across the lifespan.

Unit details and rules

Academic unit	Movement Sciences
Credit points	6
Prerequisites ?	A minimum of 48 credit points
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Chin Moi Chow, chin-moi.chow@sydney.edu.au
Lecturer(s)	Nathan Johnson, nathan.johnson@sydney.edu.au
	Chin Moi Chow, chin-moi.chow@sydney.edu.au
	Jeanette Thom, jeanette.thom@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Supervised exam ?	Assessment 4: Final exam Written exam comprising short- and extended-answer questions.	45%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Assessment 1: Physical activity needs assessment Written submission, groupwork	10%	Week 05 Due date: 26 Aug 2024 at 23:59	500 words (excl. references)
Outcomes assessed:
Assignment	Assessment 2: Presentation slides for Assessment 2 Slides to be used in Assessment 2 presentation submitted in advance	0%	Week 09 Due date: 24 Sep 2024 at 23:59	Not applicable
Outcomes assessed:
Assignment	Assessment 2: Target population and Intervention presentation Group work (in threes), in-class presentation. Slides submitted in advance.	35%	Week 09 Due date: 25 Sep 2024 at 23:59	11 minutes
Outcomes assessed:
Assignment	Assessment 2a: peer marking and feedback (Individual work) Completion & submission of marking rubric and feedback for 2 presentations	0%	Week 09 Due date: 25 Sep 2024 at 23:59	100 words x 2
Outcomes assessed:
Assignment	Assessment 3: Intervention resource Client resource to support adoption/adherence to intervention.	10%	Week 12 Due date: 25 Oct 2024 at 23:59	1 A4 pdf page
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1: Physical activity needs assessment. Students work in small groups (e.g., pairs/threes) to assess the physical activity needs of a target population group through identifying and describing the population and examining with respect to physical activity/ sedentary behaviour, attitudes towards and barriers/facilitators for physical activity. Specific population groups: Student groups will select a target group that combines the elements of (i) a culturally diverse group and (ii) specific age/sex group or life-stage group. In tutorial settings, student groups will select a topic provided. Students must attempt this assessment to remain eligible to pass the unit of study. Standard late penalties apply.

Assessment 2: Target population and Intervention presentation. Working in the same group as Assessment 1, you will (i) Describe the target population group you researched in Assessment 1 with respect to demographics and health conditions and physical activity (current behaviours, barriers, facilitators, attitudes, needs), and (ii) Develop and present a public health intervention to improve population levels of physical activity and/or sedentary behaviour for the selected population group. Presentation slides are to be submitted by Tuesday at 11:59pm in advance of the tutorial session in which presentation will be conducted. Although 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 to remain eligible to pass the unit of study. 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 in the same day of the completion of their tutorial group’s presentation; 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 30% of the final grade, rather than 35% 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 attempt this assessment 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 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.

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 2023 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 2023. 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	Unit Introduction: * Physical activity – definitions, prevalence/trends population-wide; * Benefits and risks of PA – 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)
Week 02	* 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. * Intro to correlates and determinants of PA participation	Lecture (2 hr)
Week 02	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)
Week 03	Models of health and wellbeing; 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)
Week 03	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)
Week 04	Political and other determinants of PA: * Economic and political correlates of physical activity, relevance for designing interventions; * Exercise adherence.	Lecture (2 hr)
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)
Week 05	Measuring PA and SB: objective (Actigraph, pedometers, Fitbit, mobile phone) and subjective (IPAQ, GPAQ) physical activity measures	Tutorial (2 hr)
Week 06	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)
Week 07	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)
Week 07	State, national and international physical activity campaigns; workshopping of intervention and presentation of preliminary intervention program in preparation for assignment 2	Tutorial (2 hr)
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)
Week 08	Evaluating public physical activity campaigns; workshopping of intervention and drafting of proposed client resource for enhancing adherence to the program	Tutorial (2 hr)
Week 09	Exercise during growth and development 2: * Exercise physiology changes during childhood/adolescence; * Exercise effects on structural and physiological development in the human body; * Exercise contraindications (young people)	Lecture (2 hr)
Week 09	Assessment: Presentation of population-level PA/SB intervention (group assessment)	Presentation (3 hr)
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)
Week 10	Assessing growth in children and adolescents; common injuries/health conditions relevant to exercise that present during childhood/adolescence; Contraindications for exercise - population specific	Tutorial (2 hr)
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)
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)
Week 12	Exercise programming during pregnancy and post-partum period; paediatric populations	Tutorial (2 hr)
Week 13	Review of semester	Lecture (2 hr)

Attendance and class requirements

Students are encouraged to attend lectures and tutorials to optimise engagement with the material and participate in class discussion. Content in tutorials will assist students in completing Assessment 1, 2 and 3. These assessments 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 submissions.

Attendance will be recorded at tutorials; and attendance at the presentations tutorial session in week 9 is compulsory.

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

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Accredited Exercise Scientist Professional Standards (2022) - 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. 12.2.1. 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. 3.2.1. Describe the function, regulation and interaction of physiological systems relating to exercise. 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. 7.2.4. Explain the scientific rationale, reliability, validity, assumptions and limitations of common assessments.
	Accredited Exercise Scientist Professional Standards (2022) - 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. 1.2.5. Distinguish roles of exercise professionals and health professionals within exercise science settings and judge when to refer. 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 3.2.1. Describe the function, regulation and interaction of physiological systems relating to exercise. 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.
	Accredited Exercise Scientist Professional Standards (2022) - 1.2.5. Distinguish roles of exercise professionals and health professionals within exercise science settings and judge when to refer. 3.2.1. Describe the function, regulation and interaction of physiological systems relating to exercise. 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.
	Accredited Exercise Scientist Professional Standards (2022) - 14.2.4. Cite the research of others in written and oral communication
	Accredited Exercise Scientist Professional Standards (2022) - 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.

Accredited Exercise Scientist Professional Standards (2022) -

Competency code	Taught, Practiced or Assessed	Competency standard
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.
1.2.5		Distinguish roles of exercise professionals and health professionals within exercise science settings and judge when to refer.
1.2.8		Describe the broad structure of the Australian health system and the roles of Exercise Scientists.
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.
12.2.2		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.
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.
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
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.
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.
7.2.4		Explain the scientific rationale, reliability, validity, assumptions and limitations of common assessments.
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.

Responding to student feedback

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

1. Request to add quizzes No quizzes have been added because (a) the final exam does not include any MCQs, and (b) there are already four assessments in this unit of study. 2. Repetition of lecture materials I have met with the Unit coordinator of EXSS2033. We have discussed the 'repetitive nature of some lecture materials'. (a) We concur that repetition reinforces learning from a pedagogical perspective. (b) Not all students in EXSS2033 take EXSS2035. Thus, pertinent materials need to stay in both units of study.

Additional information

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

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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EXSS2035: Physical Activity and Society

Semester 2, 2024 [Normal day] - Camperdown/Darlington, 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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect