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Unit outline_

HSBH4109: Gender equity in health, exercise and sport

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Students will learn about the impact of menstruation, pregnancy, menopause and other hormonal changes on experiences in health, exercise, and sport settings. This unit takes an intersectional approach to educate students about the impact of gender and other identities in health, exercise, and sport settings. This unit will provide a dedicated space to address these contemporary issues and help students develop advocacy skills for use in health, exercise, and sport settings. This unit is being developed in response to Exercise and Sport Science advisory board recommendations of further focus on sex in health, exercise, and sport and builds on the social determinants of health that students were introduced to in earlier years.

Unit details and rules

Academic unit Participation Sciences
Credit points 6
Prerequisites
? 
A minimum of 90 credit points
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Kotryna Lewis, kotryna.lewis@sydney.edu.au
Lecturer(s) Roxanna Pebdani, roxanna.pebdani@sydney.edu.au
Type Description Weight Due Length
Online task Lecture Quizzes
Lecture quizzes will be completed before each tutorial.
10% Multiple weeks 10 untimed questions, one attempt
Outcomes assessed: LO1 LO2
Online task Reflection papers
Individual written task (4 reflections in total).
25% Multiple weeks 200 words each
Outcomes assessed: LO1 LO3 LO2
Online task Assessment 3 (Part 1)
Select a suitable article and present it to the peers.
10% Week 04
Due date: 13 Mar 2023 at 13:00
A 5 minute oral presentation
Outcomes assessed: LO1 LO4 LO2
Assignment Media article and a letter to the Editor (Part 2)
A written, individual, two-part assignment.
20% Week 05
Due date: 21 Mar 2023 at 23:59
300 words (upper limit)
Outcomes assessed: LO1 LO2 LO4
Assignment group assignment Advocacy paper
A written group task requiring to apply advocacy skills to a case study.
35% Week 13
Due date: 26 May 2023 at 23:59
2,000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
group assignment = group assignment ?

Assessment summary

  • Weekly quizzes (10%): 10 weekly quizzes gauging engagement with and understanding of the study material. Each quiz will be submitted before the tutorial.
  • Reflections (25%): Four individual reflections worth 6.25% each. Each reflection will be on any topic addressed in the previous three weeks of content.
  • Media article and a letter to the Editor (30%): This is a two-part assignment. Part 1 is worth 10% and requires each student to identify a media article they recently read in the media and which is relevant to this Unit of Study. The students will be required to critically analyse and discuss the identified article within their tutorial group and provide feedback for each other. Based on peer feedback, Part 2 requires each student to write and submit a letter to the editor worth 20%.  
  • Advocacy paper (35%): This is a group assignment where students will choose one work-based case study (e.g., physiotherapy practice). The task is to identify present issues and propose solutions on how to create a more diverse, inclusive and welcoming environment taking into account cultural competence. The paper is worth 30% and an individual evaluation of their group work process is worth 5%.

Assessment criteria

Result Name Mark Range Description
High distinction 85 - 100 Demonstrate the learning outcomes for the unit at an exceptional standard. 
Distinction 75 - 84 Demonstrate the learning outcomes for the unit at a very high standard. 
Credit 65 - 74 Demonstrate the learning outcomes for the unit at a good standard. 
Pass 50 - 64 Demonstrate the learning outcomes for the unit at an acceptable standard. 
Fail 0 - 49 Fail to demonstrate the learning outcomes for the unit at an acceptable 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.

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:

As per University's policy.

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 Introduction: Defining the problem & key concepts Online class (2 hr) LO1
Introduction: Defining the problem & key concepts Tutorial (1 hr) LO1
Week 02 Personal social identities & Power, privilege and oppression Online class (2 hr) LO1 LO3 LO4
Personal social identities & Power, privilege and oppression Tutorial (1 hr) LO1 LO3 LO4
Week 03 Hormonal changes across one's lifespan and experiences in health, exercise and sport Online class (2 hr) LO2 LO4
Hormonal changes across one's lifespan and experiences in health, exercise and sport Tutorial (1 hr) LO2 LO4
Week 04 Gender & gendered experiences in health & sport Online class (2 hr) LO1 LO4
Gendered experiences in health, exercise & sport Tutorial (1 hr) LO1 LO2 LO4
Week 05 Ethnic Diversity in Health & Sport Online class (2 hr) LO3 LO4 LO5
Ethnic Diversity in Health & Sport Tutorial (1 hr) LO3 LO4 LO5
Week 06 Disability in Health & Sport Online class (2 hr) LO1 LO3 LO4 LO5
Disability in Health & Sport Tutorial (1 hr) LO1 LO3 LO4 LO5
Week 07 Religion in Health & Sport Online class (2 hr) LO1 LO3 LO4 LO5
Religion in Health & Sport Tutorial (1 hr) LO1 LO3 LO4 LO5
Week 08 Strenuous exercise, training guidelines and hormonal changes Online class (2 hr) LO2 LO5
Strenuous exercise, training guidelines and hormonal changes Tutorial (1 hr) LO2 LO5
Week 09 Current challenges & debates in health, exercise & sport Online class (2 hr) LO3 LO4 LO5
Current challenges & debates in health, exercise & sport Tutorial (1 hr) LO3 LO4 LO5
Week 10 Challenges for the practitioners Online class (2 hr) LO3 LO4 LO5
Challenges for the practitioners Tutorial (1 hr) LO3 LO4 LO5
Week 11 Ethics & Moral values in health, exercise & sport Online class (2 hr) LO3 LO4 LO5
Ethics & Moral values in health, exercise & sport Tutorial (1 hr) LO3 LO4 LO5
Week 12 Advocacy skills & ALLYship Online class (2 hr) LO4 LO5
Advocacy skills & ALLYship Tutorial (1 hr) LO4 LO5
Week 13 Interdisciplinary approach in health, exercise & sport Online class (2 hr) LO4 LO5
Interdisciplinary approach in health, exercise & sport Tutorial (1 hr) LO3 LO4 LO5

Attendance and class requirements

Assessment Submission Requirements: Please note an attempt and submission at each assessment listed is required to attain an overall unit percentage and grade. If an assessment is not attempted, and there is no evidence/information related to special consideration, then an ‘Absent Fail’ grade for the assessment and overall ‘Fail’ grade for the unit will be attained. Candidates cannot attain an overall percentage and attainment grade if they have not submitted in any one of the unit assessments. 

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

See Weekly Modules on the HSBH4109 Canvas site.

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. Demonstrate understanding of gender identity and intersectionality as they apply to lived experiences in health, exercise, and sport settings.
  • LO2. Critically analyse the impact of menstruation, pregnancy, menopause and other hormonal changes on experiences in health, exercise, and sport settings.
  • LO3. Develop and refine self-awareness and reflection skills to further engage in the life-long process of developing a culturally competent practice in health, exercise, and sport settings.
  • LO4. Develop and utilise advocacy skills in areas of equity, diversity, and inclusion in health, exercise, and sport settings.
  • LO5. Apply an interdisciplinary approach to develop a more inclusive and diverse professional practice in the student’s own area of expertise.

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

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

This is the first time this unit has been offered.

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.