Outline

Overview

This unit of study provides students with an opportunity to develop an up-to-date critical understanding of the role of physical activity for the health of the population as well as the most promising principles that underpin mass-level physical activity interventions. Students will examine in detail the population's participation patterns and barriers to be physically active and has a primary focus on every-day incidental (non-sporting) physical activity for the prevention of physical and mental chronic disease. The unit is largely multi-disciplinary and it goes beyond disease prevention, to explore themes like positive wellbeing/happiness and maintenance of functional ability and independence to an older age. This unit takes a lifespan approach and actively promotes an understanding of the direct and distal implications of physical inactivity at each life stage. Particular acknowledgement is given to physical activity as a behaviour that is not merely a lifestyle 'choice' as it is often thought by medicine and other individual-centred disciplines; but rather the outcome of a complex web of societal, cultural, economic, political and individual circumstances that lead to the formation of personal habits across the lifespan. The entire unit will be largely interactive and will encourage students to discuss, debate, and critically evaluate the evidence, and provides the opportunity to have a project that will assist in future employment. At the start of the unit the students will be provided with an accessible and user-friendly set of skills and tools (e.g. statistics, physical activity measurement) to enable them to make the most of the learning experience.

Unit details and rules

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

Teaching staff

Coordinator	Corinne Caillaud, corinne.caillaud@sydney.edu.au
Lecturer(s)	Corinne Caillaud, corinne.caillaud@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Essay Part 1 Structured summary of database search (template provided)	10%	Week 04 Due date: 22 Mar 2021 at 23:59	N/A
Outcomes assessed:
Assignment	Essay part 2 Structured Draft Essay	5%	Week 06 Due date: 12 Apr 2020 at 23:59	1 page max
Outcomes assessed:
Assignment	Pitch Recorded 1 min Pitch + 2 min Rational	25%	Week 08 Due date: 26 Apr 2021 at 23:35	3 min max
Outcomes assessed:
Assignment	Essay Final submission Written essay	45%	Week 09 Due date: 03 May 2021 at 23:20	2000 words max
Outcomes assessed:
Assignment	Self Reflection Written self reflection on self-assessment of physical activity	15%	Week 09 Due date: 07 May 2021 at 23:45	500 words max
Outcomes assessed:

Assessment summary

Assessment 1: Essay. Students will be guided through structured assessment tasks to provide a 2000 words written essay on a topic of their choice related to physical activity. A list of relevant topics will be provided. This an individual assessment.
Assessment 2: Pitch. Students will pitch the public health message arising from their essay and explain their approach in designing this important message to the public. This an individual assessment.
Assessment 3: Self reflection. Students will reflect on their experience self-monitoring physical activity againts individual goals.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

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

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

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

For more information see guide to grades.

Late submission

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

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

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

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.

Weekly schedule

WK	Topic	Learning activity
Week 02	Introduction and epidemiology of physical activity	Lecture (3 hr)
Week 03	Physical activity in children and adolescents	Lecture and tutorial (5 hr)
Week 04	Physical activity and sedentary behavior and the role of health professionals	Lecture and tutorial (5 hr)
Week 05	Young adults and physical activity, considerations of external and internal environmental factors	Lecture and tutorial (5 hr)
Week 06	Determinants of physical activity in adult population groups	Lecture and tutorial (5 hr)
Week 07	Physical activity in the ageing population	Lecture and tutorial (5 hr)
Week 08	Physical activity in special contexts	Lecture and tutorial (5 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Understand the most essential statistical and methodological concepts of public health, epidemiology, and define physical activity as part of the 24-hour continuum, differentiating between key terms such as sedentary behaviour, physical activity, exercise, and fitness
LO2. Classify the main physical activity measurements and develop a good understanding of the strengths and limitations of each method
LO3. Discuss the use of physical activity and sedentary behaviour surveillance systems in Australia, other developed countries and the developing world, and identify common denominators in countries with similar prevalence patterns
LO4. Understand determinants and correlates of physical activity, and whether and how individual and population level physical activity determinants can be modified
LO5. Debate the role of the broader sociocultural, economic, and political environment as determinants of physical activity in children and adults and describe how physical activity habits in childhood influence future health and future behaviour in adulthood
LO6. Identify the positive wellbeing-promoting properties of physically active lifestyles (beyond disease prevention and treatment) for optimisation of and maintenance of functional ability, mental wellbeing, and independence at all ages, including an understanding of the complex links between mental wellbeing and physical activity
LO7. Debate the potential of self-monitoring for the population’s physical activity behaviour change, the promise of commercial wearable devices, public transportation and active transportation as drivers to self-monitoring physical activity
LO8. Differentiate between individual-level vs. population-level approaches to physical activity behaviour change and identify the main applications of each approach, determining the feasibility and cost-effectiveness of public health and individual level interventions in the context of health behaviours.

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

Responding to student feedback

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

Assessment framework has been revised to provide formative assessment tasks and support students' progression toward final submission.

Additional information

Student Administration Manual on the Faculty of Health Sciences

Disclaimer

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

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

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

HSBH2008: Physical Activity and Population Health

Intensive March, 2021 [Block mode] - 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

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect