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National University Course Accreditation Program

(NUCAP)Policies, procedures and application form for academic

units applying for accreditation of a course with Exercise & Sports Science Australia (ESSA)

NUCAP is a core business of ESSA

(updated November 2014)

NUCAP/ESSA national office:

327 Sandgate Road, Albion, QLD 4010Locked Bay 102, Albion DC, QLD 4010Telephone: (07) 3856 5622Facsimile: (07) 3856 5688E-mail: [email protected]: www.essa.org.au

© ESSA 2014

http://www.essa.org.au/

mailto:[email protected]

Contents

Part A: Policies and procedures............................................................................................7

1 Introduction.................................................................................................................9

1.1 The NUCAP executive group and committee..................................................9

1.2 ESSA’s jurisdiction to accredit courses..........................................................10

1.3 Accreditation types.........................................................................................10

1.4 How does accreditation benefit the academic unit?........................................11

1.5 How does accreditation benefit the student?..................................................11

1.6 How does accreditation benefit the profession?.............................................12

1.7 When to submit an application.......................................................................12

1.8 Structure of this document..............................................................................12

2 Overview of the process for course accreditation..................................................15

2.1 Standard accreditation process........................................................................15

2.2 Specific considerations...................................................................................21

2.3 Consultancy service........................................................................................24

2.4 Accreditation fees for 2015.............................................................................25

2.5 Future directions of NUCAP..........................................................................26

2.6 Submitting an application...............................................................................28

Part B: Application form.....................................................................................................29

Application Section 1: General information......................................................................31

Application Section 2: General criteria..............................................................................33

Academic staffing.......................................................................................................33

Support staff................................................................................................................38

Facilities and equipment.............................................................................................39

Reference materials....................................................................................................41

Application Section 3: Exercise and sports science criteria..............................................45

Exercise and sport science core areas.........................................................................45

3

Essential knowledge and skills...................................................................................47

Application Section 4: Exercise physiology criteria..........................................................69

Postgraduate courses in clinical exercise physiology.................................................70

Section A: General criteria.........................................................................................71

Section B: Cardiopulmonary criteria..........................................................................79

Section C: Metabolic criteria......................................................................................81

Section D: Musculoskeletal criteria............................................................................82

Section E: Neurological or neuromuscular criteria....................................................83

Section F: Other conditions........................................................................................84

Application Section 5: Practicum — exercise science and exercise physiology..............85

Aim of the practicum program...................................................................................85

The exercise science practicum..................................................................................85

The exercise physiology practicum............................................................................93

Supporting documentation for both exercise science and exercise physiology applications...............................................................................................................103

Application Section 6: Quality assurance.........................................................................105

Application Section 7: Concluding comments.................................................................107

Appendix 1: Terms and conditions of university course accreditation.........................109

Appendix 2: Unit of study outline/description requirements for NUCAP applications113

Appendix 3: Further supporting documentation required and NUCAP application checklist...............................................................................................................................123

Please consider the environment before printing this document.

4

Glossary of terms and definitions

Academic unit the grouping of resources and infrastructure that contribute to the workings of a university course

Approved practicum experience includes work experience, paid or unpaid, that is appropriately supervised

Course also commonly referred to as program or degree

Formal assessment of application criteria

may be undertaken by the university unit or the practicum supervisor

Formal university study

Unit of study

includes coursework completed at undergraduate or postgraduate level

also commonly referred to as subjects or study units

5

Part A: Policies and procedures

2: Overview of the accreditation process for full accreditation of a course 7

1 Introduction

The primary objectives of the National University Course Accreditation Program (NUCAP) are to provide university academic units with a framework to build courses of excellence in exercise and sports science and to align graduate outcomes with industry requirements.

This document outlines the policies and procedure for university course accreditation as part of NUCAP. It also contains the application form that academic units must complete to apply for accreditation of their course.

The document has been designed to help academic units develop exercise and sports science courses. It also outlines the accreditation procedure for new and existing courses. The accreditation requirements are designed to provide flexibility and allow for diversity of the organisation and curriculum within academic units, while ensuring that graduate outcomes meet industry requirements.

NUCAP is dedicated to ensuring that its policies are fair and equitable. We invite any feedback that will help us to improve our practices.

NUCAP is a core business of Exercise & Sports Science Australia (ESSA). Therefore, NUCAP represents the views of ESSA.

1.1 The NUCAP executive group and committee

NUCAP has two interdependent groups; the NUCAP executive group and the NUCAP committee.

The NUCAP executive group ensures that NUCAP operates effectively, efficiently, consistently, fairly and equitably. The NUCAP executive group is responsible for the work that underpins the day-to-day operations of NUCAP (e.g. overseeing the review of applications, writing policy, budgeting, recruiting committee members) and for adequately informing the ESSA board of relevant issues pertaining to NUCAP.

The NUCAP executive group includes:

• the ESSA executive officer

• the NUCAP chair

• the NUCAP manager

• the ESSA director of accreditation and curriculum

• one academic and one practitioner NUCAP committee member

The NUCAP committee is responsible for the review of applications for course accreditation and operates as an assessment panel. The committee can have about 15 members, depending on the number of applications expected or received. The NUCAP executive group is responsible for ensuring that the committee’s membership best represents the field of exercise and sports science.

The NUCAP committee has two membership categories — academic and practitioner. An academic member is preferably a level D or E. A practitioner member must be considered senior in their field and have a working knowledge of university practicum programs. Only one member is permitted from any one institution, organisation or business. Committee vacancies are advertised to the ESSA membership and academic units. Please refer to the ESSA website (www.essa.org.au ) under ‘For Universities’ for a detailed list of current members.

1: Introduction 9


1.2 ESSA’s jurisdiction to accredit courses

ESSA is governed by its constitution and by-laws. Clause 30 of the constitution provides the ESSA board with the authority to administer an accreditation system for universities that provide courses in exercise and sports science and clinical exercise physiology. Engagement by universities in the accreditation process is voluntary.

1.3 Accreditation types

NUCAP offers two levels of accreditation: exercise and sports science, and exercise physiology. The exercise and sports science criteria are the foundation knowledge and skills that are required for accreditation in both exercise and sports science, and exercise physiology. Exercise and sports science accreditation therefore acts as the foundation for all other ESSA accreditation levels. Figure 1.1 describes ESSA’s membership structure and the university course accreditation levels offered by NUCAP.

ESSA membership structure

1: Introduction 10

Entry points to memberships

Associate membershipStudent membership

Academic membership

Exercise science(offered by NUCAP)

Graduate entry membership

(offered by NUCAP)

Accreditedexercise physiologist

(offered by NUCAP)

Accreditedsports scientist

Figure 1.1: ESSA membership structure and NUCAP university course accreditation levels

1.4 How does accreditation benefit the academic unit?

NUCAP is dedicated to ensuring that its accreditation process and requirements are contemporary and that graduates from accredited courses will meet the industry’s needs. Therefore, the accreditation process provides academic units with important information about what their students need to know, and what they need to be able to do, before practising as exercise and sports scientists or clinical exercise physiologists. The involvement of a quality third-party assessor conducting the accreditation process also adds much more to a course than what may ordinarily result from an internal review.

The ESSA office regularly receives enquiries from prospective students and their parents about the accredited status of a course. Prospective students and their parents are therefore viewing accreditation as a marker of quality when selecting university courses.

1.5 How does accreditation benefit the student?

If a university course is accredited through NUCAP, this reassures students that the course is of sufficient quality, reflects current practice and aligns with industry requirements.

A course that has exercise and sports science accreditation provides its graduates with an opportunity to gain recognised ESSA membership at the exercise science level (upon application). Similarly, a course that is accredited at the level of exercise physiology provides its graduates with an opportunity to gain recognised exercise physiology accreditation through ESSA (upon application).

Accredited exercise physiologists (AEPs) are eligible to apply for a provider number through Medicare, the Australian Government Department of Veterans’ Affairs, state-based WorkCover and Comcare. For example, WorkSafe Victoria now recognises exercise and sports scientists and accredited exercise physiologists to deliver WorkHealth checks.

AEPs are also eligible to apply for a provider number through many private health insurers, including:

Australian Health Management HCF/Manchester Unity PeoplecareAustralian Unity HCI Phoenix HealthBUPA Australia Health Partners Police HealthCommonwealth Bank Health Services HIF Queensland Country HealthCUA Latrobe Health Services Reserve Bank HealthDefence Health Medibank Private rt health fundGMF Health Mildura District Health Fund St Luke’s Health FundGrand United Health NIB Teacher’s Health FundHBF onemedifund Teacher’s Union Health

As another incentive, ESSA awards the top graduating student from every university that has a NUCAP-accredited course the ‘NUCAP award’ — a $150 Human Kinetics voucher, which has been kindly donated by Human Kinetics.

1: Introduction 11

1.6 How does accreditation benefit the profession?

NUCAP policies and process have helped to secure formal recognition of the exercise and sports science profession by a number of key stakeholders (Medicare, the Australian Government Department of Veterans’ Affairs, private health funds and WorkCover Australia). However, due to the small number of courses ESSA accredits, it has not attained formal recognition of the profession from some important entities (e.g. NSW Health). NSW Health has raised a concern that the profession may not have enough consistent standards. Therefore, the more courses that become accredited, the greater the profession’s lobbying power. NUCAP’s policies and process are currently being used to lobby NSW and Queensland WorkCover, and private health insurers.

1.7 When to submit an application

An application for accreditation can only be submitted when an academic unit has students undertaking the course (as it appears in the application) in their final year of study. In this year, a site visit will occur only when students have completed at least 50% of their final semester. The site-assessment team cannot conduct a site visit before this, because it is expected to interview two students from each cohort — and, wherever possible, two students who have graduated from the course — to discuss unit content and preparation for practicum. The team is also required to speak with an appropriately represented group of practicum supervisors who can provide feedback on practicum issues, including the skills and knowledge that students are bringing into their worksite.

There are two common due dates for the submission of applications for course accreditation — 31 January and 31 July of each year.

1.8 Structure of this document

This document contains two main parts:

• Part A — policies and procedures for academic units applying for accreditation of an exercise and sports science or clinical exercise physiology course through NUCAP

• Part B — application form, which contains the accreditation criteria for accreditation of an exercise and sports science or clinical exercise physiology course.

Part A explains the policies, procedure, requirements, fees, and timeframe of the accreditation process. Applicants should check that they are eligible for accreditation by reading the policies and procedures document and the application form before applying.

Part B contains the accreditation criteria and the application form, which is divided into seven sections. All academic units (i.e. those applying for exercise and sports science accreditation, as well as those applying for exercise physiology accreditation) must complete the following sections of the application form:

• Application Section 1 — General information

• Application Section 2 — General criteria

• Application Section 5 — Practicum

• Application Section 6 — Quality assurance

• Application Section 7 — Concluding comments.

12 Version 4.0 (November 2014)

Academic units seeking only exercise and sports science accreditation for a course must also complete Application Section 3 — Exercise and sports science criteria

Academic units seeking only exercise physiology accreditation for a course must also complete Application Section 4 — Exercise physiology criteria.

Academic units seeking both exercise and sports science and exercise physiology accreditation for a course must also complete Application Sections 3 AND 4.

This document also contains three appendixes:

• Appendix 1 — a list of the terms and conditions for course accreditation

• Appendix 2 — the template that academic units must use to provide unit outline information to support the application

• Appendix 3 — a list of further supporting documentation and a checklist to ensure that applicants have completed all parts of the application form.

1: Introduction 13

2 Overview of the process for course accreditation

This section outlines the steps of the standard course accreditation process, as well as details of accreditation (including considerations for accreditation and fees for 2015).

To ensure compliance with the accreditation requirements, the National University Course Accreditation Program (NUCAP) encourages course coordinators to contact the NUCAP manager when planning and developing new or modifying existing courses.

2.1 Standard accreditation process

The standard accreditation process begins with the application form contained in Part B of this document. Figure 2.1 shows the steps of the standard accreditation process. The anticipated duration of the process is nine to eighteen months, dependent upon the proceedings of the application

In the months leading up to the submission of an application, the academic unit is strongly advised to liaise with the NUCAP manger to seek advice on their application. In all instances, the academic unit must provide the NUCAP manager with at least four months’ notice of intent to submit an application.

2: Overview of the process for accreditation of a course 15

8 - 12 month time-frame


10% application fee deposit is paid two months prior to application being submitted9–18 m

onth timefram

e

NUCAP assessment team is formed, taking into account any conflicts of interest

Completed application form submitted to NUCAP with application fee

NUCAP manager conducts initial review to ensure application is complete

NUCAP manager liaises with academic unit as necessary

Application reviewed by NUCAP assessment team

First report compiled and submitted to the academic unit for comment. If site visit to proceed, tentative date is scheduled

Academic unit provides response to the first report, after which the site visit date is confirmed

Site visit is conducted

Second report compiled and submitted to the academic unit for comment

Academic unit provides response to the second report, which is considered by the assessment team

If necessary, a third report will be compiled and submitted to the

academic unit for comment

If all issues have been satisfactorily addressed, a recommendation for accreditation status is presented to the ESSA board for ratification

If the ESSA board ratify the recommendation for accreditation, the academic unit is advised accordingly and details of the accredited course are posted on the ESSA website

OR

Figure 2.1: Standard NUCAP accreditation process

The application fee includes for the provision of no more than three reports. Any communiqués arising from the third report will incur additional fees. Please refer to the NUCAP schedule of fees on page 25.

2.1.1 Assessment and site visit teams

Assessment teams have at least four NUCAP committee or executive group members, but normally no more than two members of the NUCAP executive. If necessary, the NUCAP executive group may source a member of an assessment team outside the NUCAP committee’s membership.

Ideally, assessment teams will have:

• one level D or E academic NUCAP committee member

• one academic member whose academic unit has an accredited course at the same level

• one practitioner member whose experience is aligned with the accreditation level being applied for

• one member with experience on two or more NUCAP applications

The most senior and experienced member (normally a level D or E academic) is assigned the role of chair of the assessment and site visit team.

When compiling assessment teams, the NUCAP executive group also considers:

• spread of expertise

• gender balance

• member availability

• geographical location

• conflicts of interest

• the number of applications that NUCAP members have been involved in over a 12-month period.

Site visit teams normally include three members of the assessment team, which ideally include:

• the manager of the application, who may or may not be the NUCAP manager

• one senior academic member with experience on two or more applications for accreditation

• one practitioner member whose experience is aligned with the accreditation level being applied for.

Once the assessment and site visit teams are finalised, the NUCAP manager communicates these details to the academic unit.

2.1.2 The site visit

The main purposes of a site visit are to:

• verify that the course complies with NUCAP’s requirements for accreditation

• confirm that content within the application accurately reflects the course and the academic unit

• consult with the academic unit regarding items contained within reports and issues raised at the site visit


• discuss any outstanding matters with the head of the academic unit and suggest solutions.

Further details about site visits can be found on the Exercise & Sports Science Australia (ESSA) website (www.essa.org.au ) under ‘For Universities’.

2.1.3 Conflicts of interest

All members of the NUCAP committee are required to disclose any university affiliations. Before assembling an assessment team, the NUCAP executive group considers these affiliations, together with the geographical location(s) of member’s work.

Members of the committee and the executive group are also required to declare any conflicts of interest at the beginning of a meeting. They are not permitted to engage in discussion or voting pertinent to this conflict of interest.

A conflict of interest is considered to apply when a member has been involved with an academic unit (e.g. as a previous employee within the last five years), or if they have a close personal acquaintance or have collaborated on a particular project within the academic unit (within the last five years) with someone who will be involved with the accreditation application.

Academic units submitting an application for accreditation are strongly encouraged to advise the NUCAP manager well in advance of submitting their application if they believe that any member of the NUCAP committee may have such a conflict of interest. The NUCAP executive group will consider this information when forming an assessment team. Please refer to the ESSA website (www.essa.org.au) under ‘For Universities’ for a list of current NUCAP committee members.

2.1.4 Quality assurance

The following points represent some of NUCAP’s quality-assurance measures for ensuring that an application is reviewed consistently, fairly and equitably:

• The NUCAP manager is involved in the review of all applications.

• At least one experienced reviewer, in addition to the NUCAP manager, is involved with each application.

• Wherever possible, the same members within an assessment team review the application, write reports and attend the site visit.

• The NUCAP executive group reviews all reports before submission to the academic unit.

• From time to time, an assessment team will be asked to moderate the work of another assessment team.

2.1.5 Accreditation period

If granted, accreditation of a course is current for five years from the date accredited status is granted (unless otherwise stated) and applies to all students enrolled in the approved course.




2.1.6 Supporting the academic unit

To achieve administrative and economic efficiency for the academic unit, NUCAP can offer some flexibility in aligning course accreditation cycles with internal program or school reviews. Please contact the NUCAP manager to discuss this.

2.1.7 Use of discrete course codes for accredited courses

Discrete course codes for accredited courses must be used for two reasons.

First, ESSA must be able to easily identify whether a student has completed an accredited course when an individual application for membership or accreditation is submitted. Where circumstances prevent the use of a discrete course code, a graduating statement must be included on an individual’s academic transcript confirming that the student has completed the NUCAP-accredited course stream.

Second, the Nursing and Allied Health Scholarship and Support Scheme (NAHSSS) Allied Health Undergraduate Scholarship, which is administered by Services for Australian Rural and Remote Allied Health (SARRAH), requires NUCAP-accredited courses at the level of exercise physiology to have their own course code. Please visit www.sarrah.org.au/site/index.cfm?display=74992 for further information on SARRAH.

2.1.8 Rejection of applications

Academic units are strongly advised not to apply for accreditation in situations where significant deficiencies exist in the course(s). A significant deficiency is considered to be an issue or issues that might negatively impact student outcomes. Examples of issues that might be considered serious deficiencies include, but are not limited to:

• omission of core or advanced units of study as specified

• failure to include the relevant NUCAP accreditation criteria in the course

• insufficient or inadequately qualified teaching staff

• inadequate facilities and equipment

• inadequate practicum program.

NUCAP will reject an application if serious concerns arise that the academic unit does not intend to, or cannot, address. In this case, a proportion of the accreditation fee will be forfeited. The recommendation for rejection will be accompanied by a detailed justification outlining the areas of concern. An application may also be rejected if the application or responses to reports are incomplete. Under these circumstances, a $600 administration fee will apply.

An academic unit cannot reapply for full accreditation within 12 months of the date that NUCAP rejected its application. If the academic unit chooses to reapply after 12 months, a full application and fee will be required. However, the fee may be modified, depending on the length of time between applications (e.g. an additional site visit may be considered unnecessary, or the time taken to review the application may be abridged). This will be subject to the discretion of the NUCAP executive group.


2.1.9 Reaccreditation

Universities are responsible for submitting their applications for reaccreditation at the beginning of their final year of accreditation. Failure to do this may result in a student cohort not being eligible for membership or accreditation through ESSA. Completion of the application form and payment of the full fee is required for reaccreditation.

If an academic unit believes that only minor changes have been made to their course across the accreditation period, they may apply for a two-year extension. To obtain an extension, the academic unit must write to NUCAP at the beginning of the final year of their accreditation period, justifying their reasons for applying for the extension. A non-refundable fee of $600 must accompany the application. NUCAP will then consider the details and determine whether an extension is warranted.

If a two-year extension is granted, the academic unit must submit an application for reaccreditation of the course at the beginning of the second year of the extension period.

Where significant changes are made to either the exercise and sports science criteria (as detailed in Section 3 of the NUCAP application form) or exercise physiology criteria (as detailed in Section 4 of the NUCAP application form), which are relevant to the accreditation level applied to the course (e.g. exercise science), an academic unit can not apply for an extension of the accreditation period.

2.1.10 Advising NUCAP of intended changes to an accredited course and/or the academic unit hosting the course

NUCAP acknowledges that the structure and content of an accredited course may be subject to some developments and variations over time. However, academic units must advise NUCAP in writing of any proposed changes to an accredited course — or the academic unit hosting the course — that have required approval from a university authority outside the academic unit, department or school (e.g. faculty or university academic board or senate, or equivalent).

To maintain a course’s accredited status, NUCAP must approve these changes before an academic unit can modify the course. A fee will be incurred for NUCAP to consider requests for changes to be made to a course, unless NUCAP considers that the change requested is minor (e.g. a request to change the name of a unit). Academic units are asked to complete the ‘Course Change Request’ form, which can be downloaded from the ESSA website (www.essa.org.au). The fee incurred will be determined by the nature and scope of the change proposed and will be advised by the NUCAP manager after receipt of the Course Change Request Form.

To avoid any consequent change to an accredited status, academic units are strongly encouraged to liaise with the NUCAP manager at least 60 days before submitting the proposed changes to the relevant university authority.

If changes are made to an accredited course and NUCAP subsequently determines that the course does not comply with NUCAP requirements, the accredited status may be revoked. If there is a change in accreditation status, it is the sole responsibility of the academic unit to inform all students enrolled in the course that it fails to meet NUCAP accreditation requirements. The change in accredited status should be disclosed, together with the reasons for the change.

If the accreditation status is revoked, students may not be able to gain full membership or exercise physiology accreditation through ESSA. Academic units are therefore strongly encouraged to liaise with the NUCAP manager regarding any intended changes to an accredited course.



2.1.11 Appeals process

The process of accreditation provides a sufficient and reasonable process for a university to appeal a decision made by NUCAP. As such, there is no separate appeals process.

2.1.12 Grievance procedure

Any grievances should be submitted in writing to the NUCAP executive group. The executive officer will determine whether advice from the ESSA board is necessary.

2.2 Specific considerations

2.2.1 Consideration of special circumstances

If an academic unit intends to submit an application for accreditation, but special circumstances prevent the application from complying fully with a component of the requirements, NUCAP will consider these special circumstances if the academic unit can objectively demonstrate that course quality is not compromised.

For example, a regionally located academic unit may have developed innovative solutions using information technology to address limitations in appropriately qualified supervisors for the practicum program. The academic unit must comprehensively describe the special circumstances, together with the evidence supporting the maintenance of course quality, and submit this to the NUCAP executive group (via the NUCAP manager) for approval. This process must be followed before the academic unit can submit an application for course accreditation.

2.2.2 Recognition of prior learning from non-university tertiary study

Academic units that recognise prior learning from non-university tertiary study must submit complete details of the mapping process used to determine sufficient coverage of knowledge and skill to NUCAP for consideration. NUCAP will examine these details closely. Advanced standing granted for non-university tertiary study must not exceed 12.5% of total course work for those units of study that are the subject of accreditation (refer to Section 3 of Appendix 1, ‘Terms and conditions’).

2.2.3 Assessment

Assessment within and across units of study should:

• be appropriately varied, but comprehensive

• reflect best practice

• be criterion based, as indicated in the NUCAP application form

• explicitly match the learning objectives and outcomes of the unit

• clearly contribute to the proposed learning objectives and outcomes of the course.

NUCAP will closely consider evidence — in the form of assessment descriptions within unit of study outlines — to ensure that course graduates will be appropriately skilled and knowledgeable as per the exercise and sports science and exercise physiology criteria, as relevant to the application.


Under some circumstances, the NUCAP committee may request to review examination papers. This may occur if the committee believes that there is insufficient evidence to support statements of claim that a unit of study satisfies particularly criteria.

2.2.4 Practical orientation of curriculum and assessment

NUCAP expects that exercise and sport science and clinical exercise physiology courses are structured to ensure practical skill competency. This should be demonstrated in both the number of mandatory laboratory or practical classes, and through the assessment processes of each unit of study.

Each unit outline submitted for review must include sufficient detail of the content covered in each laboratory or practical class, and a comprehensive overview of the assessment methodology. For example, if a practical examination comprises part of the assessment, details are required about:

• the examination’s structure

• the skills that will be assessed

• whether students are assessing each other or people unknown to them

• the pass rate

• the duration of the examination

• other relevant information as necessary, as specified in the unit outline template.

2.2.5 Postgraduate courses in exercise physiology

For academic units offering postgraduate clinical exercise physiology courses, it is the academic unit’s responsibility to make sure that students entering the course have a background that meets the NUCAP exercise and sports science criteria. Alternatively, opportunities must be available for students to complete the necessary units of study not previously completed before engaging in the specific clinical exercise physiology curriculum. Failure to abide by this policy will mean that graduating students may not be eligible for ESSA membership, and therefore exercise physiology accreditation.

The academic unit must ensure that any additional units of study required to be completed by the student are complementary to the overall learning experience of the postgraduate study. For example, it would be considered unacceptable if a student was able to complete postgraduate units of study in musculoskeletal rehabilitation without having completed an undergraduate unit of study in biomechanics.

Ideally, students entering into clinical exercise physiology-specific postgraduate courses will have completed a NUCAP-accredited exercise and sports science course and be eligible for ESSA membership.

For those academic units who accept entry from students who have not completed a NUCAP-accredited course and/or who do not have membership of ESSA, NUCAP encourages the academic unit to require these students to apply for ESSA graduate entry membership before starting the course. This is because when students apply for graduate entry membership, ESSA provides information identifying the areas of study the postgraduate student must complete before graduating to meet the exercise and sports science criteria.


This approach moves the onus of assessing a student’s eligibility for ESSA membership from the academic unit to ESSA. This approach will also provide the academic unit with a fail-safe method of ensuring that graduates of the clinical exercise physiology-specific postgraduate course will be able to obtain ESSA exercise science membership, and subsequently obtain accreditation as an exercise physiologist.

2.2.6 Graduates from NUCAP-accredited courses: applying for ESSA membership or accreditation

It is the academic unit’s responsibility to ensure that all graduates are informed of the following essential information with regard to applying for exercise science membership of ESSA and/or accreditation as an exercise physiologist (AEP).

Graduates from a NUCAP-accredited exercise physiology course will have two years following completion of their studies to submit their application to ESSA for AEP. Those graduates who do not apply within two years of completing their studies will not be eligible to able to apply to ESSA for AEP. This is because as from 1 January 2014 there is no individual application route for AEP.

Graduates from a NUCAP-accredited exercise science course will have two years following completion of their studies to submit their application to ESSA for exercise science membership. After two years, graduates can still apply for exercise science membership of ESSA through the individual application route. However, they will not be able to submit their application under the auspice of completing a NUCAP-accredited course. Instead, they will be required to submit an application as a non-NUCAP applicant and they may need to satisfy additional criteria.

2.2.7 Evidence of a considered learning continuum

Courses submitted for accreditation should show evidence that the structure of the course has been planned carefully and that units of study are sequenced and integrated appropriately. The structure of the course should also reflect the knowledge and skills that most students will require when engaging in the practicum program. For example, it would be inappropriate for students to start a third-year practicum program without having completed units of study in Health, fitness and performance assessment and Exercise programming and prescription.

A well-constructed continuum of learning within a course requires:

• use of curriculum development methods

• well-defined learning outcomes

• appropriate assessment methodologies

• academic staff who have teaching loads that enable them the time to objectively consider the continuum of learning within and outside their units of study

• technical support staff to provide and maintain equipment that supports the needs of students, each individual unit, and the course as a whole

• sufficient laboratory space to support the needs of students, each individual unit, and the course as a whole.


2.2.8 Research-led teaching/curriculum

Fostering the research and teaching nexus is important for any academic unit. It influences teaching and learning, encourages and prepares students to engage in research (essential to the developing health professional), and brings forth the notion of evidence-based practice. An exercise and sports science academic unit that is active in research helps to strengthen courses, because it ensures the curriculum is both contemporary and future-oriented, and attracts highly regarded academic staff. The NUCAP committee will look for evidence that research is integrated into units that are the subject of accreditation.

2.2.9 Content required within unit of study outlines /descriptions

All NUCAP applications are reviewed by senior, highly experienced academics and practitioners who are familiar with the structure and function of unit of study outlines and how they are influenced by university policies and procedure.

To facilitate efficient and effective reviews of NUCAP applications, academic units are requested to provide a modified version of unit of study outlines (as per Appendix 2), as the level of close detail supplied to students is not required. If necessary, the NUCAP committee will request that student versions of unit outlines be made available for perusal.

When assessing an application, each member of the review team will randomly select a number of exercise and sports science and/or exercise physiology criteria to determine where in the unit outlines these criteria are being covered. The inclusion of key words in week-by-week schedules enables the review team to identify which NUCAP criteria are being covered. If there is no evidence in unit outlines that criteria are being taught, the review team will assume that they are not being covered.

From July 2012, it is mandatory for unit outline information to be provided using the unit outline template (Appendix 2). Academic units are advised that where the unit outline template has not been used to provide unit information, the application will be returned. This will incur an administration fee of $600.

2.3 Consultancy service

NUCAP offers a consultancy service to academic units with existing or planned exercise and sports science and clinical exercise physiology courses. This service is offered at a rate of $150 per hour (including GST) and is applicable when an academic unit requires assistance from the NUCAP manager and/or the NUCAP executive.

NUCAP acknowledges that academic units will need to be in contact with the NUCAP manager when preparing applications for course accreditation, and consequently provide two hours of free consultation time with the NUCAP manager. This time can be used for a combination of telephone conversations, email correspondence or any other activity that the NUCAP manager is requested to undertake to assist the academic unit. The NUCAP manager will inform the academic unit when the two hours of free consultancy time has been used. Any face-to-face meetings with the NUCAP manager at the ESSA office in Brisbane will incur a minimum one-hour consultancy fee.

If the academic unit would like a face-to-face meeting with a member or members of the NUCAP executive, the academic unit must cover all reasonable costs associated with the meeting in addition to the hourly consultancy rate. NUCAP expects that when interstate travel is considered necessary,


a face-to-face meeting would only be requested when the meeting is anticipated to take more than two hours.

The NUCAP consultancy policy also applies when academic units that require assistance — beyond a general enquiry — from the NUCAP manager and/or the NUCAP executive in between accreditation periods. This includes requests for NUCAP to consider proposals for changes to a course, unless NUCAP considers the change proposed to be minor (e.g. approval to change the name of a unit). Academic units are asked to seek advice from the NUCAP manager in advance to obtain a fee for such activities or services.

2.4 Accreditation fees for 2015

Accreditation fees are reviewed annually. The following table lists the confirmed fees for applications submitted in 2015. Application reviews will only begin when payment is received. Incomplete applications will be returned and will incur an additional administrative fee of $600.

Application Fee (including GST)

Application containing one undergraduate course for accreditation at the level of exercise and sports science only

$29,372

Application containing one postgraduate course at the level of exercise physiology only

$29,372

Application containing one course for accreditation at the levels of exercise and sports science and exercise physiology

$29,940

Cost for each additional course (per accreditation level) that is submitted concurrently

$1,262

Additional cost for accrediting a course that is delivered at a second campus if the application is identical and submitted concurrently (site visit costs)

$8,865

Provision of each communiqué (subsequent to a third report) $600

Reaccreditation Full fees

Consultancy fee per hour $150

The fees noted above are for applications submitted by Australian universities only. Applications submitted by overseas university institutions and overseas site visits will incur additional fees.

The fees outlined above are based on a cost-recovery model. Fees received for accreditation are used for NUCAP’s operational expenses only, and do not support any other business activities of ESSA. Audited financial statements are available on request and can be obtained through the ESSA executive officer. ESSA will endeavour to prevent annual fee increases. However, academic units are encouraged to budget for increases in line with the annual consumer price index.

Please contact the NUCAP manager at least four months before submitting an application to organise a tax invoice for the accreditation fees. Once the fees have been paid, please forward a remittance advice to the NUCAP manager ([email protected]).



There are two common due dates for the submission of applications for course accreditation — 31 January and 31 July of each year. For NUCAP to schedule the review of applications, academic units must submit a non-refundable deposit equivalent to 10% of the full accreditation fee, two months before the due date. Academic units will be advised of when the deposit is due.

2.5 Future changes to NUCAP processes

The ESSA Advisory Committee (EAC) is responsible for regular reviews of the exercise and sports science and exercise physiology criteria. If the EAC makes changes to these criteria, NUCAP-accredited courses under the previous criteria must make the appropriate changes (as directed by NUCAP) if their accreditation is to remain valid. As a first step in this process, ESSA will contact academic units and advise of the changes. Academic units will be asked to provide details on the type and extent of changes to be made to the relevant course, and how such changes are proposed to be implemented. NUCAP expects that any such changes will occur within the time period it decides upon after consulting with the academic unit.

2.5.1 Updated exercise and sports science criteria

While the review of the exercise science criteria has been finalised, work relating to the implementation of the new criteria remains in progress. However, this is expected to be complete by the end of 2014. Once the new criteria are implemented, there will be a period of transition (at least 12 months), where institutions will have the option of applying for course accreditation under either the existing or the new criteria.

2.5.2 Simulated learning environments

From 2012, NUCAP will allow simulated learning environment (SLE) activities to contribute up to a maximum of 50 of the required 500 clinical hours, on the conditions that:

• the 50 hours involves exercise prescription1

• the activities are within the scope of practice of an AEP (refer to ESSA’s scope of practice document at www.essa.org.au).

Academic units must ensure that the SLE experience:

• meets curricula needs

• develops clinical skills and competencies required by AEPs

• provides assessment that is aligned with learning outcomes/competencies

• provides assessment tasks that include reflective journals, problem-based learning responses or individual case study reports.

The practicum component requirements that SLE activities can contribute towards are:

• 60% face-to-face delivery of exercise services

• 35% preparation for exercise service delivery, observation and other clinical activities related to the scope of practice.

1 Exercise prescription incorporates exercise counselling, pre-planning, testing, assessment, planning and programming, and delivery



2.5.3 Changes to exercise physiology accreditation

From 1 January 2014, ESSA will only accept applications for accreditation as an exercise physiologist from individuals who have completed a relevant NUCAP-accredited course.

As part of NUCAP approval, all knowledge and skills criteria and practicum experience requirements must be met through the accredited university course. Consequently, graduates of non–NUCAP approved courses will no longer be able to apply for AEP.

The rationale for the changes to the accreditation criteria is to ensure a consistent standard for exercise physiology accreditation.

In line with the changes to criteria, ESSA will put in place an appropriate system to review applications from individuals who have completed relevant university courses outside Australia.

2.5.4 Practicum supervision

NUCAP’s medium-term objective is that only experienced AEPs will supervise AEP candidates. This will occur when enough appropriately experienced AEPs are present in the community.

2.6 Submitting an application

The application must be submitted in Microsoft (MS) Word format. Any appendixes may be in MS Word or PDF format. The application must include table of contents with all pages numbered sequentially. Units of study that cover NUCAP criteria must be listed in the table of contents in the order in which they appear in the course. Documentation that is irrelevant to accreditation should not be included in the application. Examples include units of study that do not cover any NUCAP criteria, course or program enrolment guides, the university’s plagiarism policy, grievance procedures or university support services.

Incomplete applications or applications including large quantities of irrelevant information and documentation will be returned and an administrative fee of $600 will apply.

As a guide, NUCAP expects that accreditation applications will contain the following approximate number of pages (including unit outline information):

exercise and sports science and exercise physiology — 400 pages

exercise and sports science only — 300 pages

exercise physiology only — 250 pages.

Applications should be spiral bound, with dividers between each application section, appendix, and each unit outline. Please do not use metal ring binders.

Four copies of the application should be posted to:

The NUCAP managerLocked Bag 102Albion DCQLD 4010


An electronic copy should also be emailed to the NUCAP manager ([email protected]). When emailing your application, please separate the application into sections and attach each section to a separate email. Please ensure that each attachment is titled appropriately. For example, the application documents should be titled with the university’s name, the course code and the application section (e.g. 1 of 7). Units of study should be titled with the university’s name, the course code, the unit of study, name and the unit of study code. Other supporting documents should also be titled appropriately.



Part B: Application form

29

Application Section 1: General information

This section must be completed by all applicants, whether they are applying for exercise and sports science accreditation or for exercise physiology accreditation.

1 Please complete one application per course.

2 Please ensure that the application is complete before submitting to the National University Course Accreditation Program (NUCAP). Incomplete applications will incur additional administration fees (see Section 2.6 in Part A of this document).

3 Please insert here a cover letter from the university representative to NUCAP.

4 Please insert here a table or diagram showing the structure for the entire course/program that is the subject of this application. The table or diagram should show all units of study (regardless of whether they are relevant to NUCAP criteria), their identifying numbers/prefixes, and the years and teaching sessions/semesters in which they are offered. If relevant, a list of core and elective units may be included here. Brief (no more than three sentences — university handbook style) descriptions of units of study may also be included. Please do not include standard course and enrolment documentation intended for students (e.g. career opportunities, professional recognition, course rules, unit availability, academic unit contacts, general university administrative information) anywhere in this application or in any of the appendixes.

1.1 General information

Date application submitted

University

Is the university a self-accrediting body through the Australian Qualifications Framework (or the equivalent of, for international applicants)?

If ‘no’, the application cannot proceed.

Have all units of study within the course been approved by academic senate/board?


Does the course have students in the final year of the course?


School/discipline

School/discipline website address

School/discipline address

Name and contact details of head of school/discipline

Name and contact details of contact person for application

Course name and course code for which accreditation is sought

Accreditation level sought (exercise and sports

Application Section 1: General information 31

science and/or exercise physiology)

Campus

Mode of study (e.g. part-time, full-time)

Delivery mode (e.g. on campus, distance education)

Length of course

Number of students currently enrolled in each year of the course

(e.g. first year)

(e.g. 65)

How many units and credit points are taken in the course?

Are you service teaching into other courses? If so (and as relevant to the course submitted for accreditation), specify which units and the total number of students in each unit.

Provide details on your recognition of prior learning (RPL) policy for this course.

If RPL is granted for non-university tertiary study, details of the mapping process to determine sufficient coverage of knowledge and skills must accompany this application.

Would you like it noted on the Exercise & Sports Science Australia (ESSA) website that the review of your application for course accreditation is in progress?

Yes/No (delete one)


Application Section 2: General criteria

This section must be completed by all applicants.

Academic staffing

The academic unit must be able to demonstrate that it has the level of academic staffing to provide the highest standard of training in exercise and sports science. The exercise and sports science academic unit should contain an identifiable core of academics with relevant qualifications in exercise and sports science.

Within the academic staff profile, there should be an appropriate balance between junior and senior staff (at least one Level D or E) and between full-time, part-time and sessional staff. The full-time-equivalent exercise and sports science academic staff must be able to support the majority of current and planned teaching and research requirements within the academic unit.

Where an academic unit has a clinical exercise physiology course, the academic unit should employ AEPs who make a substantial contribution to the course. Most, if not all, academics should be Exercise & Sports Science Australia (ESSA) members (academic, associate or exercise science). This is an efficient way for the academic unit to be kept informed of industry dynamics.

Minimum staffing

As a minimum, all academic units seeking exercise and sports science National University Course Accreditation Program (NUCAP) accreditation should have:

1. a core of five full-time-equivalent academics with relevant qualifications in exercise and sports science

2. dedicated, appropriately qualified academic staff teaching exercise physiology, biomechanics, sport and exercise psychology, and motor learning and control

3. an appropriately qualified (ie exercise science or relevant degree) member of staff who is responsible for the management of exercise and sports science practicum program. This position can be split between staff members; however, the time allocated to this role should be relevant to the number of students enrolled in the course and be sufficient to ensure that the practicum program is managed effectively.

Where appropriate, it is acceptable for one or more subdiscipline areas to be service-taught by staff from the wider faculty/university. However, these staff members must be able to teach the subdiscipline area in an exercise and sport context, and consistently demonstrate the nexus between research and teaching in exercise and sports science.

As a minimum, all academic units seeking clinical exercise physiology NUCAP accreditation should have:

1. the exercise and sports science staffing profile outlined above, where an exercise and sports science undergraduate course is offered as part of or a precursor to a clinical exercise physiology course

2. core academic staff equivalent to at least one full-time position. The combination of staff teaching the course must have expertise and qualifications to cover the main pathology areas (i.e. cardiopulmonary/metabolic exercise rehabilitation, musculoskeletal exercise rehabilitation and neuromuscular/neurological exercise rehabilitation. At least one of the academic staff should be a practising or recently active (within the last 24 months) AEP.

Application Section 2: General criteria 33

3. an appropriately qualified member of staff, preferably an AEP, who is responsible for the management of clinical exercise physiology practicum program. This position can be split between staff members; however, the time allocated to this role should be relevant to the number of students enrolled in the course to ensure that the practicum program is managed effectively.

Where an academic unit offers a stand-alone clinical exercise physiology course, the staffing requirements in points 2 and 3 above should be met; however, the academic unit should have the capacity to assist students who have exercise and sports science backgrounds that might preclude exercise physiology accreditation.

While these staffing specifications are minimum requirements, it is expected that the number of staff teaching the course will be relevant to the number of students enrolled in a course.

The minimum staffing policy serves as an interim measure while the number of academic staff in the profession increases. NUCAP will revisit this policy in 2013.

The core group of academic staff will not be expected to adequately cover all aspects of the teaching. However, the core academic staff should be principally responsible for the teaching and associated academic and professional activities of the unit. NUCAP recognises that academic units may draw on expertise from related schools, departments or external experts to deliver or strengthen a contemporary course framework. However, NUCAP expects that unit coordinators or principal teachers of unit of study content should have a background that supports the teaching of this material.

Additionally, the head of the academic unit should:

be a senior, experienced, and recognised exercise and sports scientist

have postgraduate qualifications in exercise and sports science or a closely related field

have publications in peer-reviewed journals

preferably have a level D or E academic standing, although it is acknowledged that under extenuating circumstances, a level C may be assigned this role.

These guidelines on staffing are designed to ensure that a university education in exercise and sports science is offered at a standard that merits accreditation.

Please complete the following tables.

Details of academic staff

2.1 Head of school or discipline

Name

Title

Appointment level

Postgraduate qualifications (include institution where qualifications gained)

Examples of recent publications (maximum of 5)


2.2 Please list the academic staff members who are ESSA exercise science, associate or academic members or AEPs.

Membership level Academic staff member

Please insert rows as necessary

2.3 The academic unit and the university should help AEP academic staff members maintain their clinical practice status. Please outline how AEP academic staff are supported in this regard.


2.4 For exercise and sports science applications — how is the nexus between theory and practice fostered?


2.5 For clinical exercise physiology applications — how is the nexus between theory and clinical practice fostered?


2.6 Please list the coordinators for each year level and course(s).

Coordinator Year level and/or course



2.7 Please provide details on the fixed-term or continuing appointment academic teaching staff who are involved in the course. Please clearly differentiate those working from within and outside the academic unit.

Name and title

Appointment level (A through E)

Qualifications (including titles of theses and institution where qualification gained)

Principal teaching and research focus (e.g. teaching — undergraduate biomechanics and research — neuromechanics

Units of study coordinated within this course (please note unit code and unit title, and differentiate undergraduate and postgraduate units)

Units of study taught within this course (please note unit code; unit title; content and number of lectures, practicals and tutorials taught; and differentiate between undergraduate and postgraduate units)

Examples of recent publications (maximum of 5) or other scholarly activity to demonstrate currency of knowledge

Average weekly face-to-face teaching commitment (in hours)

Research supervision experience (please differentiate principal and associate research supervision, and current and past research supervision). Provide number of students supervised only

Industry and academic experience relevant to exercise and sports science

Professional memberships

Please replicate tables as necessary


2.8 Please provide details on the contract or sessional academic teaching staff employed by the academic unit who contribute to a significant proportion (50% or more) of lectures of a unit of study, and/or who are responsible for the delivery of a unit. Please do not include casual tutors or demonstrators.

Name and title

Appointment level

Nature of appointment (e.g. one-year contract)

Reason for appointment (e.g. specialist skills in electrocardiography)

Qualifications (include institution where qualifications gained)

Components or units of study taught within this course (please note unit code; unit title; content and number of lectures, practicals and tutorials taught; and differentiate between undergraduate and postgraduate units)

Average weekly face-to-face teaching commitment (in hours)

Examples of current publications (maximum of 5) or other scholarly activity to demonstrate currency of knowledge (if applicable)

Research supervision experience (if applicable). Please differentiate principal and associate research supervision, and current and past research supervision. Provide number of students supervised onlyIndustry experience relevant to exercise and sports science

Professional memberships

2.9 What percentage of staff teaching in the course are employed through a:

Fixed-term or continuing appointment?

Fractional appointment?

Short-term appointment?

Sessional appointment?

2.10 Where sessional staff are appointed and teach into the course, how is quality assurance achieved?


Student-to-academic staff ratio

2.11 Please provide information on the number of students and academic staff per tutorial, or laboratory or practical class for each unit of study.

Unit of study Tutorial (T) or laboratory (L) class

Number of students/class

Number of academic staff/ class

Please replicate rows as necessary

What is the average number of students to academic staff in a tutorial group within the course?

What is the average number of students to academic staff in a laboratory group within the course?

Does the academic unit believe that the academic staffing is sufficient?

If no, please explain.

Yes/No (delete one)

Teaching and research connection

2.12 What strategies are in place to ensure that a connection between teaching and research is evident within the course?

Support staff

The academic unit must be able to demonstrate that it has the necessary level of support staff (administrative, technical and information technology) to ensure the opportunity for excellence in training exercise and sports science students. Sufficient support staff are essential to the teaching and research needs of the academic unit and its students. Limitations in support staff can directly impact student learning outcomes.

Please complete the following table for each support staff member.

Details of support staff involved in the course

2.13 Support staff details

Name

Job title

Job description

Describe the role this person plays within the course

Is this a dedicated or shared appointment? (Please explain)



Does the academic unit believe that access to administrative, technical and information technology support staff is sufficient?

If no, please explain.

Yes/No (delete one)

Facilities and equipment

The academic unit must be able to demonstrate that it has dedicated facilities and equipment of sufficient number and quality, which are contemporary and adequately support teaching and research within the academic unit, throughout a five-year accreditation period. Insufficient facilities and equipment can directly impact quality in teaching and learning and the research environment.

Academic units may be interested in reviewing the space planning guidelines written by the Australasian Association of Higher Education Facilities Officers. The 3rd Edition of the TEFMA Space Planning Guidelines can be downloaded at: http://www.tefma.com/uploads/content/26-TEFMA-SPACE-PLANNING-GUIDELINES-FINAL-ED3-28-AUGUST-09.pdf .

Facilities

2.14 Access to lecture theatres and tutorial rooms

Is there sufficient access to lecture theatres and tutorial rooms? Please provide brief details.

Foreword regarding teaching and research laboratory spaces

Ordinarily, an exercise and sports science academic unit would have access to a minimum of three laboratory spaces, one each for:

• exercise physiology

• biomechanics (often combined with motor control/motor learning)

• strength and conditioning/exercise testing and prescription.

However, this will be influenced by factors such as:

• whether the academic unit also has a clinical exercise physiology course

• the size of the laboratory spaces, student numbers and the sharing of spaces between teaching and research and with other subdisciplines, academic units and on-site commercial programs (e.g. talent identification and exercise rehabilitation clinics).

NUCAP does not expect that academic units will have discrete research and teaching laboratories. Additionally, NUCAP prefers that students have opportunities to learn anatomy in ‘wet’ laboratories. This is considered particularly important for clinical exercise physiology students.

The following tables are for the purpose of NUCAP collecting data. They do not reflect minimum requirements. Of particular concern to NUCAP is the quality and availability of equipment to support the learning outcomes for students in the course to be accredited. However, since NUCAP is also concerned about the academic unit’s capacity to demonstrate a nexus between research and


http://www.tefma.com/uploads/content/26-TEFMA-SPACE-PLANNING-GUIDELINES-FINAL-ED3-28-AUGUST-09.pdf

http://www.tefma.com/uploads/content/26-TEFMA-SPACE-PLANNING-GUIDELINES-FINAL-ED3-28-AUGUST-09.pdf

teaching, NUCAP is also interested in the facilities available to support relevant research endeavours.

2.15 Teaching laboratory facilities

Please provide details on the laboratory spaces (virtual or physical) available for teaching the following exercise and sports science areas. Identify whether these are exclusively for the teaching of the subdiscipline or shared with other subdisciplines, academic units, research or commercial programs.

Motor control/motor learning/skill acquisition

E.g. 80m2 dedicated with adjacent research room (m2)

Exercise physiology

Biomechanics

Sport and exercise psychology

Strength and conditioning/exercise testing and prescription

Other teaching laboratory spaces e.g. wet laboratories for anatomy or multipurpose laboratories

Planned additional laboratory spaces (include expected year of completion)

2.16 Research laboratory facilities

Please provide details on the research laboratories available to meet the research needs of the academic unit. Indicate if these spaces are shared with teaching or other subdisciplines, academic units or commercial programs.

Motor control/motor learning E.g. Primarily undergraduate teaching (80%) of time), but also used for research purposes (20% during teaching periods)

Exercise physiology

Biomechanics

Sport and exercise psychology

Other research laboratory spaces

Planned additional research spaces (include expected year of completion)


2.17 Teaching and research laboratories and clinical facilities (for exercise physiology applicants only)

Please provide details on the teaching (physical or virtual) and research laboratories and clinical rooms available for teaching and researching clinical exercise physiology. Indicate if these spaces are shared between teaching and research or with other subdisciplines, academic units or commercial programs.

Musculoskeletal/neurological/neuromuscular

Cardiorespiratory

Metabolic

Other e.g. mental health and cancer

Off-campus facilities used for exercise and sports science and clinical exercise physiology teaching (e.g. access to specific community facilities)

2.18 Access to teaching and research laboratories

Is there sufficient access to teaching and research laboratories? Yes/No (delete one)

If no, please provide details.

Equipment

2.19 Please provide a full list of equipment used in the course.

2.20. Please outline your renewal/replacement policy for equipment.

Computers and software

2.21 Please detail the computer facilities available to support the research and teaching of students, beyond those required for formal laboratory and tutorial sessions.

2.22 Please detail the range of software packages available to staff and students.

2.23 Does the applicant believe that access to facilities and equipment is sufficient?

Yes/No (delete one)If no, please provide details


Reference materials

Exercise and sports science texts

2.25 NUCAP expects that sufficient copies of prescribed texts for each unit of study are held in the library. Please confirm that this practice is occurring.

Author, title, edition, location, publisher, date Unit of study Number of copies held in library

Please replicate rows as necessary


Exercise and sports science journals


2.26 An appropriate breadth of relevant and current journals should be available to both students and staff. The library should hold or have access to 80% of the Category A journals listed below and at least 50% of the Category B journals.

Journal title Available (please tick)

Category A

Acta Physiologica........................................................................................................................................ American Journal of Health Promotion....................................................................................................... American Journal of Preventive Medicine................................................................................................... American Journal of Sports Medicine.......................................................................................................... Annals of Behavioral Medicine.................................................................................................................... Annals of Biomedical Engineering............................................................................................................... Archives of Physical Medicine and Rehabilitation...................................................................................... British Journal of Sports Medicine.............................................................................................................. European Journal of Applied Physiology.................................................................................................... Exercise and Sport Sciences Reviews........................................................................................................... Exercise Immunology Review ..................................................................................................................... Experimental Brain Research...................................................................................................................... Experimental Physiology............................................................................................................................. Health Education and Behavior................................................................................................................... Human Factors............................................................................................................................................ Injury Prevention......................................................................................................................................... International Journal of Obesity.................................................................................................................. Journal of Applied Physiology..................................................................................................................... Journal of Biomechanics.............................................................................................................................. Journal of Epidemiology and Community Health........................................................................................ Journal of Experimental Psychology — Human Perception and Performance .......................................... Journal of Physiology.................................................................................................................................. Journal of Rehabilitation Medicine.............................................................................................................. Journal of Sport and Exercise Psychology................................................................................................... Medicine and Science in Sports and Exercise ............................................................................................. Movement Disorders.................................................................................................................................... Muscle and Nerve......................................................................................................................................... Obesity Research.......................................................................................................................................... Pediatriatric Exercise Science..................................................................................................................... Preventive Medicine..................................................................................................................................... Psychology of Sport and Exercise................................................................................................................ Scandinavian Journal of Medicine and Science in Sports........................................................................... Sports Medicine........................................................................................................................................... Visual Cognition ......................................................................................................................................... Category B


American Journal of Physical Medicine and Rehabilitation........................................................................ Australian and New Zealand Journal of Public Health............................................................................... Australian Journal of Physiotherapy........................................................................................................... Behavioral Medicine.................................................................................................................................... Brain Injury.................................................................................................................................................. British Journal of Health Psychology.......................................................................................................... Clinical Biomechanics................................................................................................................................. Clinical Journal of Sport Medicine.............................................................................................................. Clinical Rehabilitation................................................................................................................................. Disability and Rehabilitation....................................................................................................................... Gait and Posture.......................................................................................................................................... Health Education Research.......................................................................................................................... Health Promotion International................................................................................................................... Human Movement Science........................................................................................................................... International Journal of Behavioral Nutrition and Physical Activity.......................................................... International Journal of Behavioural Medicine. ......................................................................................... International Journal of Injury Control and Safety Promotion.................................................................... International Journal of Sport and Exercise Psychology............................................................................. International Journal of Sports Medicine.................................................................................................... Journal of Aging and Physical Activity........................................................................................................ Journal of Athletic Training ........................................................................................................................ Journal of Computational Neuroscience...................................................................................................... Journal of Electromyography and Kinesiology ........................................................................................... Journal of Health Psychology...................................................................................................................... Journal of Human Movement Studies ......................................................................................................... Journal of Motor Behavior .......................................................................................................................... Journal of Orthopaedic and Sports Physical Therapy................................................................................. Journal of Physical Activity and Health....................................................................................................... Journal of Science and Medicine in Sport ................................................................................................... Journal of Sports Sciences........................................................................................................................... Knee Surgery Sports Traumatology Arthroscopy......................................................................................... Leisure Sciences........................................................................................................................................... Medical Engineering and Physics................................................................................................................ Patient Education and Counseling............................................................................................................... Perception.................................................................................................................................................... Perception and Psychophysics. ................................................................................................................... Physical Therapy in Sport............................................................................................................................ Physikalische Medizin Rehabilitationsmedizin Kurortmedizin ................................................................... Research Quarterly for Exercise and Sport................................................................................................. Sport Biomechanics......................................................................................................................................


http://jcr15.isiknowledge.com/JCR/JCR?RQ=RECORD&rank=13&journal=CLIN+J+SPORT+MED

Sport Psychologist........................................................................................................................................ Visual Neuroscience.....................................................................................................................................

Percentage of Category A journals % Percentage of Category B journals %

Exercise and sports science information databases and additional resources

2.27 Please list the information databases available to both staff and students.

2.28 Please detail the annual funding allocated to purchasing library materials. Is this funding sufficient?

2.29 Does the academic unit have access to a dedicated librarian? Please provide details.


Application Section 3: Exercise and sports science criteria

This application section is relevant to academic units applying for accreditation of an undergraduate course at the levels of exercise and sports science and exercise physiology. Academic units applying for accreditation of a postgraduate clinical exercise physiology course are not required to complete this section.

The exercise and sports science criteria are not meant to provide a complete study syllabus. The objectives described allow for a flexible emphasis and educational approach among courses, while retaining overall standards of professional expertise. The curriculum should be sequenced in a manner that ensures an appropriate continuum of learning. Each unit of study should have a minimum of three contact hours per week or the equivalent.

Exercise and sport science core areas

All accredited courses must include at least one core unit of study in each of the following four core areas. The National University Course Accreditation Program (NUCAP) expects that the curriculum within these four core areas is designed to appropriately underpin the discipline-specific units of study normally completed in the second and subsequent years. The research methods and statistics curriculum should, at the very least, involve learning experiences (e.g. tutorial exercises) that are taught in the context of exercise and sports science.

3.1 Human physiology

Unit name

Unit code

Unit description

Coordinator and teaching staff

3.2 Research methods and statistics

Unit name

Unit code

Unit description


Application Section 3: Exercise and sports science criteria 47

3.3 Psychology or psychosocial behavioural studies

Unit name

Unit code

Unit description


3.4 Structural and functional anatomy

Unit name

Unit code

Unit description



All accredited courses must include a minimum of one core unit of study in each of the following four core exercise and sports science subdiscipline areas, and also advanced level core units of study in at least two of these four core subdisciplines. Advanced level units of study are considered to be those that have a prerequisite unit or a unit that is recommended to be completed prior to enrolling in the advanced unit within the same subdiscipline area. The content of the advanced unit must be demonstrably advanced in terms of theoretical constructs and/or applications that build upon the constructs and applications of the perquisite unit. The learning objectives and assessment tasks should be demonstrably more challenging than those of the previously completed and related units. It cannot be a co-requisite unit.

3.5 Exercise physiology

Unit name

Unit code

Unit description


3.6 Biomechanics

Unit name

Unit code

Unit description



3.7 Motor control/motor learning

Unit name

Unit code

Unit description


3.8 Sport and exercise psychology

Unit name

Unit code

Unit description


Essential knowledge and skills

NUCAP considers all knowledge and skills criteria outlined under the following 13 key areas to be important, and these criteria should be included within a course applying for accreditation. Where criteria are not satisfied, NUCAP may request that they be incorporated into the curriculum as a condition of accreditation.

Academic units must note the core units of study that cover the knowledge and skills outlined below. Please ensure that the coverage of these criteria is clearly identifiable within each unit of study outline submitted. NUCAP will pay close attention to the way in which practical skills are assessed within each unit of study.

3.9 Area 1: Biomechanics and functional anatomy Core unit of study

Have knowledge of human anatomy and biomechanics to devise safe and effective fitness programs, improve athletes’ performance, recognise and correct improper technique during physical activity, prevent injuries and regain physical fitness after injury.

Knowledge

1.1 Describe the basic structure of bone, skeletal muscle and connective tissues.

1.2 Describe the basic structures of cardiovascular, nervous and respiratory systems.

1.3 Describe the major bones, muscle groups and tendons involved in gross human movement.

1.4 Describe the different types of joints in the body, and factors that determine range of motion in diarthrodial joints.

1.5 Describe the actions of the major skeletal muscle groups.

1.6 Describe movement of the trunk and extremities in the three planes: sagittal, frontal and horizontal.

1.7 Be familiar with the SI system of units and use appropriate units to quantify biomechanical parameters.

1.8 Explain the relationships between angular and linear displacement, velocity and acceleration.



1.9 Identify and describe the effects of factors governing projectile trajectory.

1.10 Distinguish between average and instantaneous quantities and identify circumstances under which each is a quantity of interest.

1.11 Describe and distinguish angular motion from rectilinear and curvilinear motion.

1.12 Explain the terms ‘absolute’ and ‘relative’ angles.

1.13 Describe Newton’s laws of motion and gravitation, and describe illustrations of the laws.

1.14 Explain what factors affect friction and discuss the role of friction in daily activities and sports.

1.15 Explain the terms ‘impulse’ and ‘momentum’ and the relationships between them.

1.16 Explain what factors govern the outcome of a collision between two bodies.

1.17 Describe the inter-relationships among mechanical work, power, and energy.

1.18 Explain the concept of leverage within the human body and describe the mechanical advantages associated with different types of levers.

1.19 Explain the term ‘centre of gravity’ and describe the significance of centre of gravity location in the human body.

1.20 Describe the relationship between factors such as centre of gravity, base of support, balance and stability.

1.21 Describe the term ‘torque’, explain the methods used to quantify resultant torques, and identify the factors that affect resultant joint torques.

1.22 Describe the angular analogues of mass, force, momentum and impulse.

1.23 Explain the mechanisms that occur when changes in the configuration of a rotating airborne body can produce changes in the body’s angular velocity.

1.24 Describe the angular analogues of Newton’s laws of motion.

1.25 Explain the term ‘centripetal force’.

1.26 Explain the ways in which the composition and flow characteristics of a fluid affect fluid forces.

1.27 Explain the term ‘buoyancy’ and discuss the variables that determine whether a human body will float.

1.28 Explain the term ‘drag’, identify the components of drag and discuss the factors that affect the magnitude of each component.

1.29 Explain the term ‘lift’ and explain the ways in which it can be generated.

1.30 Explain the work–energy relationship.

1.31 Explain the different methods used to determine body segment parameters for calculating centre of mass.

1.32 Describe the patterns of temporal, kinematic and kinetic variables that are commonly assessed by clinical gait analyses.

1.33 Describe the patterns of muscle action observed for normal and pathological gait patterns.

1.34 Describe the stages in the normative development of gait and give approximate ages at which they usually occur.

1.35 Describe the major changes in gait patterns that occur in the elderly and in those with common pathological conditions.



1.36 Explain how muscular weakness, fatigue and/or neurological disorders may affect the biomechanics of movement.

1.37 Describe how materials and structures respond to loading (compression, tension, bending, shear and torsion), including uniaxial and multi-axial loads.

1.38 Explain the terms ‘stress’, ‘strain’, ‘modulus of elasticity’ and ‘fracture toughness’.

1.39 Describe the relationships between tissue properties and force, and impulse and energy.

1.40 Describe how the biomechanical properties of tissues and structures change with adaptations to load, disuse, overuse, nutrition, ageing and other factors.

1.41 Describe how various intrinsic and extrinsic factors interact and contribute to injuries.

1.42 Describe how tissues respond to injury via inflammation, repair and remodelling processes.

Skills

1.43 Demonstrate an ability to analyse common exercise movements according to biomechanical principles and identify muscle groups involved in each.

1.44 Demonstrate an ability to collect kinematic data.

1.45 Demonstrate an ability to calculate velocity and acceleration using the first central difference method.

1.46 Demonstrate an ability to calculate the area under a parameter–time curve.

1.47 Demonstrate knowledge of the three equations of constant acceleration.

1.48 Demonstrate the ability to solve quantitative problems involving angular kinematic quantities, and the relationships between angular and linear kinematic quantities.

1.49 Demonstrate the ability to represent the external forces acting on the human body by way of a free body diagram.

1.50 Demonstrate the ability to calculate the centre of mass for both an individual segment and the entire body from two-dimensional kinematic data.

1.51 Demonstrate the ability to solve quantitative problems related to kinetic concepts.

1.52 Demonstrate the ability to solve quantitative problems relating to the factors that cause or modify angular motion.

1.53 Demonstrate the ability to quantitatively analyse gait using basic temporal, kinematic and kinetic procedures.

1.54 Demonstrate the ability to use basic isokinetic dynamometer procedures for assessing and quantifying musculoskeletal function.

1.55 Demonstrate the ability to develop appropriate movement measures, including the interfacing of various monitoring devices to assess the performance of any specific movement pattern.

1.56 Using biomechanical principles, demonstrate the ability to identify movement patterns and potential risks of injury associated with common exercise equipment, such as resistance equipment (free, pin and hydraulic weights), stationary bicycles, stair-climbing machines and rowing machines.

1.57 Demonstrate the ability to measure and analyse the injury mechanisms associated with particular types of tissue injury.

1.58 Demonstrate the ability to select appropriate methods to control and modify inflammatory, reparative and remodelling phases of tissue responses to injury.



1.59 Demonstrate the ability to evaluate the rate of progress and efficacy of treatments.


3.10 Area 2: Exercise physiology Unit of study

Understand the physiological responses to exercise and training and know how to use this knowledge to develop effective programs that encourage individuals to incorporate regular physical activity into a healthy lifestyle.

Knowledge

2.1 Describe the acute cardiovascular and respiratory responses to exercise of increasing intensity, including normal and abnormal responses of heart rate, stroke volume, cardiac output, arteriovenous oxygen difference, pulmonary ventilation, tidal volume, respiratory rate, and systolic and diastolic blood pressure.

2.2 Describe the effects of different types of exercise training on the cardiovascular and respiratory responses listed above.

2.3 Describe the basic anatomy and functioning of the heart related to cardiac output and blood flow, cardiac pathways of nerve conduction, and electrical activity.

2.4 Describe the macroscopic and molecular structure of muscle tissue, including the mechanisms and metabolic requirements of muscle contraction.

2.5 Describe the physiological and metabolic characteristics of human skeletal muscle fibre types.

2.6 Describe the biochemical pathways by which fat, carbohydrate and protein substrates are catabolised to produce energy during exercise of varying intensity and duration.

2.7 Explain the regulation of energy metabolism in skeletal and cardiac muscle during and after exercise.

2.8 Describe the relative contributions of aerobic and anaerobic respiration during exercise of varying intensity, including the metabolic and physiological mechanisms related to the concepts of lactate, ventilatory and anaerobic thresholds.

2.9 Define the metabolic, hormonal, physiological and neural factors limiting exercise capacity during activity of varying form (i.e. endurance, resistance and anaerobic), intensity and duration, and their inter-relationships.

2.10 Describe the acute metabolic, hormonal, muscular (skeletal and cardiac) and neural responses to exercise of varying form, intensity and duration.

2.11 Describe the chronic metabolic, hormonal, muscular (skeletal and cardiac) and neural adaptations to exercise of varying form, intensity and duration.

2.12 Explain how the metabolic, hormonal, muscular (skeletal and cardiac) and neural adaptations that occur in response to regular exercise affect health-related factors, such as risk factors for cardiovascular disease, non-insulin dependent diabetes mellitus, cancer and osteoporosis.

2.13 Describe the physiological principles and biochemical pathways related to muscular fatigue and muscle soreness during and after exercise.

2.14 Describe the principles of overload, frequency, duration and intensity related to endurance and resistance exercise training.

2.15 Explain the physiological and metabolic responses to detraining.

2.16 Describe the signs, causes and contributing factors related to overtraining syndrome.

2.17 Describe the positive and negative effects of various ergogenic aids on exercise performance and general health, including the effects of creatine, bicarbonate, glycerol loading, anabolic steroids, autologous blood transfusion (‘blood doping’), caffeine and exogenously administered amino acids, erythropoietin, and growth hormone.


3.10 Area 2: Exercise physiology Unit of study

2.18 Describe the physiological mechanisms explaining gender differences in exercise responses, adaptations and performance.

2.19 Explain the physiological training responses of the female exerciser, specifically as related to reproductive function and pregnancy and the effect of menstrual cycle phase on sport performance.

2.20 Describe the physiological mechanisms related to thermoregulation during exercise, and the physiological adaptations that occur as a consequence of chronic hot and cold exposure.

2.21 Describe the regulation of fluid homeostasis during exercise and optimal methods for fluid replacement before, during and after exercise.

2.22 Describe the physiological, metabolic and biochemical responses to actual or simulated altitude and implications for exercise performance and training at altitude.

2.23 Describe the acute and chronic effects of exercise on the immune system.

2.24 Describe how nutrition can influence exercise performance, recovery and physiological adaptations.

Skills

2.25 Demonstrate the ability to administer and interpret results from basic physiological tests of exercise capacity/fitness, including assessment of VO2 max; anaerobic threshold submaximal estimation of VO2 max; anaerobic exercise capacity; and muscular strength, power, endurance and flexibility.

2.26 Demonstrate an ability to calculate energy expenditure of various exercise, sporting and occupational tasks, including the issue of economy of movement.

2.27 Demonstrate an ability to calculate age-predicted maximal heart rate (APMHR), heart rate reserve, and target heart rate ranges using APMHR and heart rate reserve methods, and describe limitations of the use of heart rate measures of exercise intensity.

2.28 Demonstrate an ability to administer and interpret basic lung function tests (vital capacity, FEV1, FEV1%, PEFR).

2.29 Demonstrate an ability to administer standard exercise field tests, such as sprints, shuttle runs, and other sport-specific tests.


3.11 Area 3: Human growth, development and ageing Unit of study

Understand how age, gender, culture, socioeconomic status and developmental stages may each influence the individual’s exercise capacity and motivation to participate in regular physical activity; and how physical activity, in turn, may influence growth and development.

Knowledge

3.1 Describe the concept and measures of growth, maturation and development.

3.2 Describe changes in the neuromuscular, skeletal, cardiorespiratory and endocrine systems that occur throughout the lifespan.

3.3 Describe changes in endurance and anaerobic exercise capacity, coordination and muscular strength, endurance and power, and flexibility that occur throughout the lifespan.

3.4 Describe common musculoskeletal and cardiovascular problems that occur with increasing age and their effects on exercise capacity.

3.5 Describe age-related changes in the acute responses to endurance and resistance exercise.

3.6 Explain how adaptations to various training programs may change throughout the lifespan; for example, the effects of resistance training and aerobic-based training on components of body composition (muscle, bone and fat).

3.7 Explain the extent to which regular exercise throughout the lifespan, or exercise at given points during the lifecycle, may modulate changes in the cardiovascular, musculoskeletal, neuromuscular and endocrine systems seen in the sedentary ageing population.

3.8 Describe the maternal changes of pregnancy and the effects of exercise on the mother and foetus.

Skills

3.9 Demonstrate an ability to select appropriate fitness tests or modify standard protocols to accommodate children, pregnant women and older adults.

3.10 Demonstrate an ability to select appropriate fitness tests or modify standard protocols to accommodate specific musculoskeletal problems that occur in older individuals.

3.11 Demonstrate an ability to promote and prescribe safe and appropriate physical activity and training (endurance and resistance) programs for children and adolescents.

3.12 Demonstrate an ability to prescribe safe and appropriate training programs for the older individual (with and without musculoskeletal disorders) so that functional independence and wellbeing may be maintained.


3.12 Area 4: Exercise, health and disease Unit of study

Understand the relationships between physical activity, sedentary behaviours and lifestyle-related diseases, such as cardiovascular disease, obesity, diabetes mellitus, asthma, osteoporosis and osteoarthritis.

Knowledge

4.1 Describe risk factors for lifestyle-related diseases, identifying which are primary, secondary, modifiable and non-modifiable.

4.2 Describe epidemiological evidence supporting the roles for exercise and physical activity participation in the prevention of lifestyle-related diseases.

4.3 Describe the specific effects of exercise and physical activity on risk factors for lifestyle-related diseases.

4.4 Describe the dose–response relationships for exercise and physical activity interventions on lifestyle-related outcomes.

4.5 Describe recommended levels for indicators of health, such as blood lipids, blood pressure, blood glucose and body composition.

4.6 Describe the pathophysiological process of atherosclerosis, and possible mechanisms by which exercise may intervene in this process.

4.7 Describe the negative impacts of sedentary behaviours on risk factors for lifestyle-related diseases.

Skills

4.8 Demonstrate an ability to identify risk factors for metabolic, respiratory, cardiovascular and musculoskeletal diseases that require consultation with a medical practitioner before participating in, or changing, a physical activity program.

4.9 Demonstrate an ability to apply and interpret screening tools to determine the suitability of exercise and physical activity interventions for individuals with lifestyle-related diseases.


3.13 Area 5: Health, fitness and performance assessment Unit of study

Have the ability to perform pre-participation screening, risk appraisal, and exercise and performance assessments.

Knowledge

5.1 Use published tools to determine whether a given individual requires medical examination before, or medical supervision during, fitness testing.

5.2 Describe absolute and relative contraindications to fitness testing or participation in exercise or physical activity.

5.3 Describe criteria to terminate commonly used fitness tests.

5.4 Explain how fitness test results may be influenced by factors such as subject anxiety, ambient temperature, dehydration or prior exercise.

5.5 Describe the assumptions and limitations of body composition assessment, fitness and performance testing.

5.6 Describe the physiological bases for tests of VO2 max and submaximal estimation of VO2 max, body composition, muscular strength, endurance and flexibility.

5.7 Describe the effects of commonly prescribed medication that may influence the heart rate, blood pressure and electrocardiographic responses to exercise.

5.8 Explain the mechanisms underlying abnormal electrocardiographic responses to exercise of varying duration and intensity.

Skills

5.9 Demonstrate an ability to obtain pre-participation screening information and appraise risk using this information.

5.10 Demonstrate a knowledge of, and ability to use, a range of body composition measures to service athletes, apparently healthy and obese individuals.

5.11 Demonstrate an ability to administer and interpret basic physiological tests of exercise capacity and fitness, including assessment of VO2 max thresholds; submaximal estimations of VO2 max; high-intensity exercise capacity; and muscular strength, power, endurance and flexibility.

5.12 Demonstrate an ability to interpret results of each test listed above, comparing results with established norms and reporting these values to the individual tested.

5.13 Demonstrate an ability to calibrate equipment used in exercise physiology, such as gas and lactate analysers and various ergometers.

5.14 Demonstrate an ability to discuss accuracy and limitations of instrumentation in the interpretation of test results.

5.15 Demonstrate an ability to measure heart rate, blood pressure and rating of perceived exertion before, during and after submaximal fitness tests.

5.16 Demonstrate an ability to use information from fitness tests to design exercise interventions for a given individual.

5.17 Modify standard or adopt appropriate fitness tests for special groups, such as children, older adults, pregnant women, athletes, or those with diseases or conditions such as osteoarthritis and asthma.

5.18 Demonstrate an ability to obtain a 12--lead ECG recording at rest and during exercise up to maximal, and calculate heart rate from the ECG.


3.14 Area 6: Exercise programming and prescription Unit of study

Have the ability to develop individualised exercise prescriptions.

Knowledge

6.1 Describe intensity, duration, frequency and type of exercise recommended for health-related benefits in apparently healthy and low-risk individuals.

6.2 Describe the relationship between exercise heart rate, work rate and rating of perceived exertion.

6.3 Describe precautions, modifications and other factors to consider when prescribing exercise programs for symptomatic individuals.

6.4 Describe the different components of, and appropriate exercises to be included in, an exercise program (i.e. warm--up, conditioning and cool--down phases).

6.5 Explain the different stages of an exercise program (i.e. initial, improvement and maintenance).

6.6 Describe signs of excessive exercise strain during exercise, which may indicate the need for:

(1) a change in the exercise prescription

(2) stopping a given individual during an exercise program.

6.7 Describe common errors in body alignment and movement mechanics during exercise.

6.8 Explain the role of muscular flexibility exercises in exercise prescription.

6.9 Describe the principles of resistance training.

6.10 Use the scientific literature to demonstrate an understanding of current theories relating to endurance and resistance training.

6.11 Describe the advantages and disadvantages of various types of equipment used in circuit and resistance training.

6.12 Describe appropriate work–rest intervals for circuit and interval training programs, emphasising:

(1) aerobic conditioning

(2) muscular strength and power

(3) muscular endurance.

Skills

6.13 Demonstrate an ability to recognise when and where to refer client for further professional advice.

6.14 Demonstrate an ability to use visual analogue scales (e.g. rating of perceived exercise) to gauge exercise intensity.

6.15 Demonstrate an ability to calculate target heart rate using:

(1) heart rate reserve

(2) simple percentage of age-predicted maximum heart rate.

6.16 Demonstrate an ability to monitor heart rate and blood pressure before, during and after exercise.

6.17 Demonstrate an ability to calculate and set work rate on a Monark bike during exercise.


6.18 Demonstrate an ability to write an exercise prescription for apparently healthy and low-risk individuals for:

(1) loss of excessive body fat

(2) increasing endurance exercise capacity

(3) increasing muscular strength.

6.19 Demonstrate an ability to design and implement a group exercise program in community and gymnasium contexts.

6.20 Demonstrate an ability to design and implement a group exercise program that takes account of various fitness levels.

6.21 Demonstrate an ability to design and implement a group exercise program to improve flexibility.

6.22 Demonstrate an ability to identify improper and unsafe exercises, and prescribe appropriate substitutions for these exercises.


3.15 Area 7: Exercise behaviour Unit of study

An understanding of the many physiological, psychological, social and environmental factors influencing participation and adherence to a physically active lifestyle.

Knowledge

7.1 Describe the factors that influence and predict exercise adoption and/or involvement in physical activity.

7.2 Describe the factors that influence and predict exercise adherence.

7.3 Describe the research literature on the theories related to improving exercise adherence and sustaining a physically active lifestyle.

7.4 Describe the research literature on effective strategies to increase exercise adoption and adherence.

7.5 Describe the research literature on positive and negative exercise addiction.

7.6 Describe the evidence related to exercise and mental wellbeing of individuals and groups.

Skills

7.7 Demonstrate an ability to use basic counselling and communication skills to motivate individuals to adopt and adhere to an exercise and physical activity program.

7.8 Demonstrate an ability to use behavioural modification strategies to increase exercise adherence throughout the lifespan.

7.9 Demonstrate an ability to recognise when and how to refer a client for further professional intervention and/or counselling.


3.16 Area 8: Nutrition, health and body composition Unit of study

Have the ability to combine general nutritional principles with exercise advice to increase the effectiveness of their health and wellbeing interventions.

Knowledge

8.1 Describe the dietary guidelines and the recommended servings of the core food groups recommended by the National Health and Medical Research Council.

8.2 Describe the physiological functions of vitamins and minerals.

8.3 Explain the relationship between energy balance and control of body composition.

8.4 Describe the aetiology of obesity.

8.5 Define obesity and its comorbidities.

8.6 Describe the research literature on the effectiveness of exercise alone, diet alone, and the combination of diet and exercise in controlling body mass, and fat levels and distribution.

8.7 Describe the recommended rate of loss of body mass and understand the potential risks of inappropriate diets and rapid weight loss.

8.8 Explain the relationship between body mass, body fat and fat distribution, and risk factors for certain diseases, such as cardiovascular disease, cancer, osteoarthritis, non-insulin dependent diabetes mellitus, hypertension and hyperlipidaemia.

8.9 Describe the blood lipoprotein fractions and the research literature related to the role of diet and exercise in controlling blood lipids.

8.10 Describe the research literature related to the role of diet and exercise in the control of blood pressure, blood glucose and insulin resistance.

8.11 Explain the potential risks and benefits of nutrition supplements and ergogenic aids for athletes.

8.12 Describe the use of appropriate beverages for fluid and carbohydrate maintenance before, during and following exercise.

8.13 Describe the strengths, weaknesses and limitations of commonly used methods for measuring and analysing dietary intake.

8.14 Describe diet-related situations in which referral to an accredited practicing dietician (APD) or medical practitioner is required.

8.15 Be familiar with the Joint Position Statement of Exercise & Sports Science Australia (ESSA) and Dieticians Association of Australia in the context of referrals to an APD.

Skills

8.16 Demonstrate understanding of how individual daily energy requirements can be approximated, and the limitations of approximation methods.

8.17 Demonstrate an ability to use public health recommendations (e.g. dietary guidelines) for Australian adults to provide general nutrition advice to promote achieving or maintaining a healthy body weight.

8.18 Demonstrate an understanding of the nutritional, health and psychological risks of common fad or popular diets.

8.19 Demonstrate an ability to calculate body mass index (BMI) and measure waist circumference, and relate these to recommended values for men and women.

8.20 Demonstrate an ability to use BMI, waist circumference, body composition estimates and other indices to determine an appropriate rate of loss of body mass or fat for a given individual.


8.21 Demonstrate an ability to prescribe exercise programs to reduce body mass and fat levels.

8.22 Demonstrate an ability to prescribe resistance exercise programs used to increase resting metabolic rate.

8.23 Demonstrate an understanding of behavioural modification and other strategies to help clients to incorporate and adhere to appropriate strategies that support achieving or maintaining a healthy body mass.

8.24 Demonstrate an ability to conduct anthropometric profiling.

8.25 Demonstrate an understanding of the recommended public health ranges for weight or body fat levels and the associated risks and benefits of diet and weight-loss programs commonly advertised to the community.


3.17 Area 9: Motor control/motor learning Unit of study

Understand movement control, movement learning, movement development and movement disorders.

Knowledge

Movement control

The knowledge base in this area includes understanding the neural, physiological and cognitive bases for controlling movement. This unit contains the foundation knowledge upon which the movement learning, development and disorder areas are based.

9.1 Describe the principles of action potentials and neural transmission.

9.2 Describe the major divisions of the central and peripheral nervous systems.

9.3 Describe the major efferent and afferent pathways that connect the central and peripheral nervous system.

9.4 Describe the innervation of muscles (efferent and afferent nerves).

9.5 Describe the organisation of muscles based on motor units and fibre type.

9.6 Describe the principles of muscle recruitment — Henneman’s size principle.

9.7 Describe the factors that determine the mechanical outcomes of muscle activation (e.g. muscle length, velocity of contraction, contribution of passive elements, muscle history and rate of neural activation).

9.8 Explain the relationship between muscle contraction, force, moment arm and joint torque.

9.9 Describe the patterns of muscle action observed between agonist and antagonist muscle groups during slow and fast movements.

9.10 Explain how uni-articular and biarticular muscles are used to control movement.

9.11 Explain the terms ‘proprioception’ and ‘kinaesthesis’.

9.12 Describe the major somatosensory receptors for position and movement, the information they convey, and the major pathways that convey this information to the central nervous system.

9.13 Describe the vestibular apparatus and the information it conveys with respect to orientation and balance.

9.14 Describe the principles of posture and balance control.

9.15 Describe the organisation and function of the spinal cord. Use examples of reflexes (knee jerk, flexor withdrawal, cross-extensor reflect) to illustrate excitatory and inhibitory neural connections, and the function of interneurons.

9.16 Describe the organisation and function of the somatosensory and motor cortices.

9.17 Describe the major structural characteristics and functional roles of the cerebellum, basal ganglia and the brain stem in movement control.

9.18 Describe the visual apparatus and neural pathways.

9.19 Describe the major types of eye movements and the control of gaze, including the vestibular ocular reflex.

9.20 Describe the neural and behavioural organisation of visually guided reaching movements; i.e. how visual information is processed, how a movement is initiated, and how the movement is guided to its target.

9.21 Describe the distinction between open and closed-loop control models.

9.22 Describe and contrast the major theories and laws for simple movements (e.g. Fitts’ law).



9.23 Describe reaction time processes and the informational and situational factors that determine reaction time.

9.24 Describe the neural organisation of locomotion. Include central pattern generators, brainstem areas and spinal cord organisation.

9.25 Explain what is meant by the degrees of freedom problem and the organisational principles of synergies or coordinate of structures.

Skills

9.26 Demonstrate an ability to use electromyographic procedures for assessing and quantifying muscle function.

9.27 Demonstrate an ability to measure reaction time.

9.28 Demonstrate an ability to evaluate posture and balance control.

Movement learning

Knowledge

The knowledge base in this area includes understanding the neural, physiological and cognitive changes that underpin the acquisition of movement skills.

9.29 Describe how movement outcomes are measured. Use spatial and temporal error measures.

9.30 Describe performance curves and their limitations. Include ceiling and floor effects.

9.31 Describe experimental transfer designs and how they are used to assess learning.

9.32 Describe warm-up decrement.

9.33 Describe intra-individual and inter-individual variability of performance.

9.34 Describe the types of learning (e.g. visual, auditory, tactile), providing examples from movement skill acquisition (e.g. procedural versus declarative; implicit versus explicit).

9.35 Describe the major processes underlying the short-term and long-term retention of movement information.

9.36 Describe the cues for the recall and recognition of movement (e.g. context specificity, distance/location, vision/kinaesthesis).

9.37 Describe characteristics of the major stages that occur when movement skills are learnt.

9.38 Describe changes in attentional processes that occur when movement skills are learnt. Use examples of performance on secondary tasks.

9.39 Describe the perceptual changes that occur with skill learning by contrasting the perceptual skills and strategies of expert and novice performers.

9.40 Describe the decision-making changes that occur with skill learning by contrasting the decision-making skills and strategies of expert and novice performers.

9.41 Describe the electromyographic and kinematic changes that occur with skill acquisition.

9.42 Describe and contrast the principles of specificity and of transfer of movement learning.

9.43 Describe different types of feedback and their impact on movement learning.

9.44 Describe different types of practice (massed versus distributed; blocked versus random; constant versus variable) and their impact on learning.



9.45 Describe different methods of instruction that may be used when teaching motor skills (e.g. modelling, guidance, trial and error).

Skills

9.46 Demonstrate an ability to develop appropriate movement outcome measures to assess performance on any specific movement skill.

9.47 Demonstrate an ability to identify the perceptual, decision-making and motor responses required for a range of motor activities.

9.48 Demonstrate an awareness of methodologies that may be used to measure individual differences in perceiving, deciding and executing, with respect to motor skills.

9.49 Demonstrate an ability to show how a dual-task methodology could be used to examine the automaticity of skill learning.

9.50 Demonstrate the ability to structure training or practice sessions to maximise learning.

Movement development

9.51 Describe the general cephalocaudal and proximodistal principles of development.

9.52 Describe the notions of motor milestones and critical periods.

9.53 Describe the ages and stages involved in the normative development of fundamental motor skills, such as running and throwing.

9.54 Describe the major events in the development of the visual and kinaesthetic system.

9.55 Describe primitive, postural and locomotor reflexes.

9.56 Describe the major developmental changes that occur in perception, decision making and movement execution across the lifespan.

9.57 Describe the major changes in neural control that occur in the elderly.

9.58 Describe the major changes in information processing that occur in the elderly.

Movement disorders

9.59 Describe the changes in movement patterns and neural activity that accompany fatigue.

9.60 Describe changes in kinaesthetic sensitivity that can accompany soft tissue injuries.

9.61 Describe motor disorders and their neural origin; e.g. apraxia, dysarthria, aphasia, dysmetria, ataxia and dyskinesia.

9.62 Describe the motor deficits that accompany common disorders of the somatosensory system, basal ganglia, cerebellum, and motor cortex (e.g. developmental coordination disorder, cerebral palsy, Parkinson’s disease, stroke, spinal cord and acquired brain injury).


3.18 Area 10: Communication skills Unit of study

Have the ability to communicate effectively with clients, mentors and peers.

Knowledge

10.1 Understand the need to adapt the styles and mode of delivery of written, oral and nonverbal communication to the needs of particular groups and individuals in a variety of settings.

Skill

10.2 Demonstrated ability to communicate effectively in written, oral and nonverbal forms; e.g. with clients, supervisors, coaches, athletes and peers.


3.19 Area 11: Legal and ethical competency Unit of study

Abide with the charter and spirit of the code of professional conduct and ethical practice of ESSA (visit www.essa.org.au).

Knowledge

11.1 Understand the code of professional conduct and ethical practice.

Skills

11.2 Be able to apply the code of professional conduct and ethical practice.

11.3 Demonstrate an ability to obtain informed and valid consent from a participant in a fitness program.

11.4 Demonstrate an ability to maintain confidential client records of health status, fitness tests, exercise programming and counselling.



3.20 Area 12: Emergency procedures and first aid Unit of study

Hold current certification in first aid and cardiopulmonary resuscitation.

Knowledge

12.1 Describe the medical conditions (complications) and injuries that can arise during submaximal and maximal fitness testing and exercise testing.

12.2 Describe the environmental and procedural risk factors for the occurrence of events described in Criterion 12.1.

12.3 Describe strategies to minimise risk of untoward medical events and injuries occurring during exercise testing.

12.4 Describe emergency and first aid procedures in the event of an emergency within the exercise setting.

12.5 Understand and explain common injuries sustained during physical activity.

12.6 Understand acute haemostatic and inflammatory responses to injury.

Skills

12.7 Demonstrate an ability to perform basic first aid and cardiopulmonary resuscitation.

12.8 Demonstrate an ability to acutely treat common activity-related injuries.

12.9 Demonstrate an ability to assess an exercise facility and equipment for appropriate safety features.

12.10 Describe emergency and first aid items to be kept within the testing and exercise setting.

12.11 Demonstrate an awareness of, and ability to complete, appropriate paperwork in relation to ‘incident’ or ‘near-miss’ reports.


3.21 Area 13: Program administration/business management (desirable, not essential)

Unit of study

Have knowledge of basic administration and management skills, including planning, decision-making, marketing and budgeting skills.

Knowledge

13.1 Describe the different needs and objectives of personal, corporate, community and commercial health and fitness programs.

13.2 Describe research literature on economic impact of participation in physical activity and cost-effectiveness of community and corporate fitness programs.

13.3 Describe the mechanisms of concept development in commercial, corporate and community programs, including goal statements, market analysis and needs analysis.

13.4 Describe various marketing methods to develop and expand the client base.

13.5 Understand the planning and management processes used in the development of personal, corporate, community and commercial health and fitness programs.

13.6 Describe the process of developing a contractual agreement for consultative work.

13.7 Describe the facility design process.

13.8 Describe the processes of staff recruitment, selection and appraisal, including advertising, interviewing, performance evaluation and termination.

13.9 Understand program evaluation development and processes.

13.10 Understand basic accounting terminology and concepts relevant to health and fitness programs.

13.11 Describe what managing a fitness facility entails.

Skills

13.12 Demonstrate an ability to develop job or task descriptions for personnel within the health and fitness profession.

13.13 Demonstrate an ability to prepare a budget plan for a corporate or commercial health and fitness centre.

13.14 Demonstrate an ability to develop a financial plan in order to seek financial assistance (e.g. business loan).

13.15 Demonstrate an ability to develop an annual advertising and promotion schedule.

13.16 Demonstrate an ability to develop a fee structure for services included in health and fitness programs.

13.17 Demonstrate an ability to plan and manage personal, corporate, community and commercial health and fitness programs.


Application Section 4: Exercise physiology criteria

This application section is relevant to academic units applying for accreditation of an undergraduate course at the levels of exercise and sports science and exercise physiology, as well as for academic units applying for accreditation of a postgraduate course at the level of exercise physiology.

The Exercise & Sports Science Australia (ESSA) Advisory Committee has nominated a list of pathologies for which all accredited exercise physiologists (AEPs) should be clinically competent. The list is not meant to be exhaustive, and ESSA recognises that AEPs need general competence to deal with other primary and comorbidities. Any referral to ‘AEP target pathologies’ within the following exercise physiology criteria relates to the conditions listed below. The primary criteria for inclusion on the list of target pathologies are an evidence base of exercise efficacy for the condition and classification of the condition as a National Health Priority Area.

The current list of target pathologies is noted in the following table. The list will change in response to professional and research developments.

Category Condition

Cardiopulmonary Hypertension, coronary artery disease, peripheral vascular disease, acute myocardial infarction, chronic heart failure, asthma, chronic obstructive pulmonary disease, cystic fibrosis

Metabolic Obesity, dyslipidaemias, impaired glucose tolerance, diabetes mellitis

Musculoskeletal Arthritides (especially osteoarthritis and rheumatoid arthritis), osteoporosis, subacute and chronic specific and nonspecific musculoskeletal pain and injuries

Neurological/neuromuscular Cerebrovascular accident or stroke, spinal cord injury, acquired brain injury, Parkinson’s disease, multiple sclerosis

Other Cancers, depression

The academic unit is encouraged to review the ESSA clinical position statements and the scope of practice for AEPs (both found at www.essa.org.au).

Application Section 4: Exercise physiology criteria 71

Postgraduate courses in clinical exercise physiology

Academic units offering postgraduate clinical exercise physiology courses must ensure that students entering the course have a background that meets the National University Course Accreditation Program (NUCAP) exercise and sport science criteria. Alternatively, opportunities should be available to students to complete the necessary units of study not previously completed before engaging in the clinical exercise physiology-specific curriculum. Failure to abide by this policy will mean that graduating students may not be eligible for ESSA membership, and therefore, AEP accreditation.

The academic unit must ensure that any additional units of study required to be completed by the student are complementary to the overall learning experience of the postgraduate study. For example, it would be considered unacceptable if a student was able to complete postgraduate units of study in musculoskeletal rehabilitation without having completed an undergraduate unit of study in biomechanics.

4.1 Please provide details on the entry requirements for students entering the postgraduate course.


Section A: General criteria

The following section lists the mandatory criteria required for accreditation at the level of exercise physiology for both undergraduate and postgraduate courses. There are two types of criteria:

• knowledge, which refers to possessing and understanding information

• application, which refers to using new knowledge to develop skills and competencies for practice as a clinical exercise practitioner.

Academic units are asked to note the core units of study that cover each of the criteria listed below. Please ensure that the coverage of these criteria is clearly identifiable within each unit outline submitted. Furthermore, NUCAP will pay close attention to the way in which practical skills are assessed within each unit of study.

4.2 Area 1: Scope of practice

Knowledge Unit of study

1.1 Knowledge of the professional roles available to the accredited exercise physiologist (AEP) within the following two broad categories (1.1.1 and 1.1.2):

1.1.1 Knowledge of chronic disease management (rehabilitation and secondary prevention).

1.1.2 Knowledge of functional conditioning, incorporating both work conditioning and conditioning for activities of daily living.

1.2 Understanding of the broad classifications of pathology in the context of the AEP.

1.3 Knowledge of the roles of other health practitioners in the context of clinical exercise practice.

Application Unit of study

1.4 Articulation of the scope of professional roles available to the AEP.

1.5 Experience in referring to, and/or use of a referral letter, from:

1.5.1 An allied health professional.

1.5.2 A medical practitioner.

4.3 Area 2: Compensation schemes: legislation, systems, policies and procedures


2.1 An understanding of national compensation schemes and legislation that includes clinical exercise practice.

2.2 Knowledge of workers’ compensation and compulsory third-party legislation and frameworks.


2.3 Capacity to deliver appropriate workers’ compensation and compulsory third-party services in the role of the:

2.3.1 AEP.

2.3.2 Case manager.


4.4 Area 3: Ethics


3.1 Knowledge of ESSA code of professional conduct and ethical practice.

Application

3.2 Categorise professional behaviour according to the ESSA ethics charter.

4.5 Area 4: Pathophysiology


4.1 Understanding of pathological and pathophysiological bases of the AEP target pathologies, including diagnostic procedures.

4.2 Understanding of the stages of disease, risk factors, complications and comorbidities that must be accounted for in exercise interventions.

4.6 Area 5: Medical and allied health management: effects on clinical status


5.1 Knowledge of the purpose, methods and typical clinical outcomes of common surgical, medical and allied health treatments for AEP target pathologies.

Application

5.2 Access and use information on the effects of common surgical medical and allied health treatments on the clinical status of clients with AEP target pathologies.

4.7 Area 6: Surgical, medical and allied health interventions: effects on exercise capacity


6.1 Knowledge of the typical effects of common surgical, medical and allied health treatments on exercise responses for clients with AEP target pathologies.

Application

6.2 Access and use information on the effects of common surgical, medical and allied health treatments on the expected acute and chronic exercise responses.

4.8 Area 7: Medications: effects on exercise responses


7.1 Knowledge of the mode of action and indications of medications commonly prescribed in AEP target pathologies.

7.2 Knowledge of the effects of the following commonly prescribed medication classes on acute and chronic exercise blockers:

7.2.1 Cardiovascular: beta blockers, alpha blockers, angiotensin converting enzyme inhibitors, calcium channel blockers, anti-anginal agents, cardiac glycosides (e.g. digoxin), diuretics, statins, anti-arrhythmic agents, antithrombogenic agents.

7.2.2 Respiratory: relievers, symptom controllers, preventers and emergency medicine.


7.2.3 Metabolic: hypoglycaemic agents; insulin: fast and slow acting; sugar to treat hypoglycaemia; agents to treat obesity. Includes sulfonylureas, meglitinides, biguanides, thiazolidinediones, alpha-glucoseidase inhibitors.

7.2.4 Musculoskeletal: nonsteroidal anti-inflammatory drugs, corticosteroids and opioids.

7.2.5 Neurological/neuromuscular: antispasm medications, psychotropic, antidepressants.


7.3 Experience with details of clients’ current medications, including:

7.3.1 Accessing information on the actions of prescribed medications (e.g. using MIMS).

7.3.2 Explaining to clients in plain language the purpose(s) of their prescribed medications.

7.3.3 Explaining to clients the importance of compliance to prescribed medication regimes.

7.3.4 Accessing and using information on medications with respect to the associated acute and chronic exercise responses.

4.9 Area 8: Exercise interventions: effects on clinical outcomes


8.1 Knowledge of the evidence with regard to mode of exercise, intensity, duration, frequency, volume and progression for AEP target pathologies.


8.2 Experience with the assessment of clinical outcomes following exercise interventions by:

8.2.1 Accessing clinical data (e.g. request data from medical practitioners).

8.2.2 Interpreting clinical data (e.g. blood tests) with reference to the clinical literature.

8.2.3 Measuring the clinical outcomes (e.g. blood pressure).

8.2.4 Use the data above to inform own practice.

4.10 Area 9: Risk factor stratification


9.1 Understanding of typical risk factors (e.g. biological, sociocultural, behavioural and environmental), alleviating factors and aggravating factors for AEP target pathologies and comorbidities.

Application

9.2 Selection and application of appropriate instruments to assess the risk of exercise participation for clients with AEP target pathologies and comorbidities.


4.11 Area 10: Assessments of exercise capacity


10.1 Experience with using appropriate (to the client and situation) exercise tests, including measurements and observations of aerobic power (predicted or direct VO2 max or VO2 peak), aerobic endurance, rest and exercise spirometry, muscle strength and endurance, ranges of motion, body composition, static and dynamic postures, core stability, balance, coordination, mobility, gait, movement patterns, functional capabilities and activities of daily living.

10.2 Experience in determining safe (client-centred) exercise limits and effective ranges for exercise and physical activity.

4.12 Area 11: Functional capacity, functional conditioning and occupational rehabilitation


11.1 Understanding of the core principles of occupational rehabilitation.

11.2 Understanding of the ergonomic principles within workplace environments and how these apply functionally to the individual.

11.3 Understanding of the core principles of case management.

11.4 Knowledge of functional capacity evaluations (FCE) that are widely used and accepted in industry and professional practice.

11.5 Understanding of how to transfer FCEs into functional conditioning programs and strategies.

11.6 Knowledge of the tests for activities of daily living that are widely used and accepted in professional practice.

11.7 Basic understanding of the ergonomic principles within home environments.


4.12 Area 11: Functional capacity, functional conditioning and occupational rehabilitation (continued)


11.8 Experience with:

11.8.1 Designing, processing and being responsible for developing and adhering to treatment plans.

11.8.2 Running workplace ergonomic assessments/worksite visits to make functional modifications or recommend suitable duties relative to an individual’s capacity and injuries/conditions.

11.8.3 Providing concise, objective reports and return-to-work plans that meet the needs of all relevant parties (e.g. employee, employer, medical/allied health professionals, insurer, and relevant legislative requirements).

11.8.4 Evaluating functional capacity (both for individuals with injuries/conditions or for pre-employment assessments).

11.8.5 Transferring baseline functional capacity information into functional exercise programs and understanding functional body mechanics as it pertains to manual handling in the workplace environment and safe ergonomic principles.

11.9 Experience in generic functional capacity/conditioning services:

11.9.1 Activities of daily living (ADLs).

11.9.2 Designed, delivered and evaluated exercise programs to improve activities of daily living capacities in people with AEP target pathologies.

11.9.3 Ergonomic assessments within home environments.

4.13 Area 12: Monitoring


12.1 The ability to monitor and interpret at rest, exercise and recovery:

12.1.1 Self-report scales (e.g. RPE and fatigue, visual analogue scales, dyspnoea scales, pain, physical activity).

12.1.2 Heart rate, rhythm and oxygen saturation (e.g. palpitation, heart rate monitor, ECG, pulse oximetry).

12.1.3 Blood pressure.

12.1.4 Breathing (e.g. visual observations, spirometry).

12.1.5 Balance and movement patterns (e.g. static and dynamic postures, coordination, mobility, gait).

4.14 Area 13: Safety: precautions and contraindications


13.1 Knowledge of modes, intensities and volumes of exercise that may cause deterioration of clients (physical and/or cognitive) and/or adverse events.

Application

13.2 Identification of modes, intensities and volumes of exercise that are contraindicated for clients with AEP target pathologies. These should be for effects of exercise that are acute (e.g. thermoregulation) and chronic (e.g. adverse remodelling of the heart in heart failure with excess loads).


4.15 Area 14: Safety: signs and symptoms


14.1 Knowledge of adverse signs and symptoms that may arise during exercise or recovery for the list of AEP target pathologies.

14.2 Knowledge of when to modify, stop or not start an exercise, test, exercise session or program in the event of the appearance of new or recurring adverse observations or measurements, or new or recurring signs or symptoms.

Application

14.3 Experience in monitoring signs and symptoms before, during and after exercise that may indicate important changes relating to an injury or disease status or progression.

14.4 Confidence in dealing with clients (either via reassurance and/or referral) for whom a test, exercise session or program is modified, stopped or not started due to the presence of signs, symptoms or adverse observations or measurements.

4.16 Area 15: Design of clinical exercise interventions


15.1 Experience in designing, implementing, evaluating, modifying and advancing individual exercises or exercise programs, accounting for:

15.1.1 Presenting pathology and comorbidities (may be extracted from referral).

15.1.2 Current treatment(s), including medical, pharmacological and allied health.

15.1.3 Risk factors, aggravating factors, alleviating factors.

15.1.4 Interpersonal communication.

15.1.5 Goals, likes and dislikes, barriers (e.g. sociocultural, socioeconomic and sociopsychological factors).

15.1.6 Subjective and objective measurements or observations.

15.1.7 Current exercise and functional capacities.

15.2 Exercise programs should account for mode, intensity, duration, frequency, volume and progression, and should reflect a concord between the AEP and the client.

4.17 Area 16: Exercise leadership


16.1 Motivation and leadership of individuals and groups of clients with AEP target pathologies in exercise and physical activity programs; providing feedback to clients, including correcting poor or unsafe techniques.

4.18 Area 17: Interpersonal communication and behaviour change


17.1 Knowledge of basic lifestyle strategies, programs and resources, including government and community-based population-wide strategies.

17.2 Knowledge of nutrition at the level needed to provide basic lifestyle advice, with emphasis on AEP target pathologies.


17.3 Understanding of the psychology of living with chronic medical conditions, pain, anxiety, depression and bereavement.

17.4 Knowledge of the strategies to deal with clients who may be hostile, resistant, noncompliant, anxious, depressed or psychotic.

17.5 Understanding of models of behaviour change.

17.6 Knowledge of factors that affect long-term exercise adherence and concordance, and sociocultural factors that must be considered when supporting clients in their endeavours towards self-management of healthy lifestyle, exercise and physical activity.


17.7 Experience in interviewing clients to compile a relevant history beyond the referral and risk-factor documentation, including exercise and work histories, the client’s perspectives on the cause(s) of disease/mechanisms of injury, comorbidities, barriers to participation, pain, goals, likes and dislikes, and opportunities.

17.8 Provision of assistance and guidance to clients, and, where appropriate, referrers, to develop appropriate short, medium and long-term goals that are appropriate to medical, physical, psychosocial, functional and environmental influences.

17.9 Experience in counselling and working with clients though behaviour change.

17.10 Provision of counselling and support for clients in their development of self-management strategies to promote independence.

17.11 Ability to explain, advise or provide information to help clients to understand AEP target pathologies, risk factors and the relationship with exercise.

17.12 Provision of basic education on AEP target pathologies or risk factors, and related benefits of exercise and healthy lifestyle.

4.19 Area 18: Communication


18.1 Knowledge of the challenges and opportunities for delivering culturally appropriate exercise and healthy lifestyle programs for communities and individuals from culturally and linguistically diverse (CALD) backgrounds.

Application

18.2 Communication (verbal, written, electronic) using brief and concise language, and in appropriate syntax ( subjective, objective, assessment, plan [SOAP]; lay; medical) for other AEPs, medical practitioners, health professionals, compensable authorities/agents (e.g. insurers) and clients

18.3 The design and delivery of culturally appropriate exercise and healthy lifestyle programs to CALD communities and individuals. Communication must be sympathetic to sociocultural diversity (e.g. CALD clients or colleagues, and diversity/minority groups). Know when to work with an interpreter.

18.4 Using SOAP notes, practice in clinical documentation, including the compilation of a client’s file and clinical note taking.


4.20 Area 19: Evidence-based practice


19.1 Awareness of evidence bases of the effects of exercise for people living with, or at risk of, AEP target pathologies.

19.2 Understanding of evidence-based practice models of clinical decision making.

Application

19.3 Experience in assessing, comprehending, critically analysing, collating and disseminating the clinical exercise scientific literature.

19.4 Experience in making informed judgements of the claims made in the original research articles versus the strength of the evidence provided.


Section B: Cardiopulmonary criteria

4.21 Area 20: Assessments of exercise capacity in clients with cardiopulmonary conditions


20.1 Understanding of safe exercise limits using thresholds that commonly arise when exercise testing people with cardiopulmonary conditions, including:

20.1.1 Angina.

20.1.2 Claudication.

20.1.3 Dyspnoea.

20.1.4 Light headedness/syncope.

4.22 Area 21: Assessments of lung function in clients with cardiopulmonary conditions


21.1 Basic knowledge of pulmonary rehabilitation.


21.2 Ability to recognise breathing limitations that impact on exercise capacity:

21.2.1 Obstructive airway patterns.

21.2.2 FVC, FEFpeak, FEV1, predicted or measured MVV.

21.2.3 VE at peak exercise.

21.2.4 Breathing reserve.

21.2.5 Exercise-induced asthma.

21.2.6 O2 sat%.

21.3 The design of an exercise intervention for clients with chronic obstructive pulmonary disease.



22.1 Knowledge of adverse signs and symptoms that may arise during exercise or recovery for the list of cardiopulmonary target pathologies.

Application

22.2 Experience in recognising and taking appropriate action regarding:

22.2.1 Vasovagal episodes.

22.2.2 Hypotension/hypertension related to exertion.

22.2.3 Ischaemia (angina, claudication).

22.2.4 Depleted breathing reserve.

22.2.5 General or localised fatigue.

22.2.6 Cardiopulmonary arrest.


4.24 Area 23: Electrocardiography


23.1 Understanding the:

23.1.1 Common aberrant rhythms and waveform morphologies.

23.1.2 Pathological correlates of the aberrant rhythms and waveform morphologies.

23.1.3 Red, amber and green flags in relation to aberrant rhythms and waveform morphologies.

Application

23.2 Experience in:

23.2.1 Setting up, monitoring and recording 12-lead electrocardiograms at rest, exercise and recovery (especially heart rate and rhythm).

23.2.2 Basic recognition of common aberrant rhythms and traces (see list below).

23.2.3 Confidence in rapidly responding to adverse electrocardiogram findings: red, amber and green flags in electrocardiograms.

23.3 Experience in basic recognition of the following aberrant rhythms and waveforms, and an ability to outline the course of action (continue with exercise = green flag; continue only after medical approval = amber flag; discontinue and refer = red flag):

23.3.1 Ectopy: atrial, junctional and ventricular.

23.3.2 Atrial fibrillation.

23.3.3 Atrial flutter.

23.3.4 Sinus block/arrest.

23.3.5 Electrolyte disturbances.

23.3.6 Digitalis toxicity.

23.3.7 Atrioventricular blocks (1°, 2°, 3°).

23.3.8 Bundle branch blocks.

23.3.9 Axis deviations.

23.3.10 Real versus pseudo ST depression in exercise.

23.3.11 Pre-excitation syndrome.

23.3.12 Ventricular tachycardias.

23.3.13 Ventricular fibrillation and cardiac arrest.

23.3.14 Symptomatic bradyarrhythmias (e.g. vasovagal episodes).

23.3.15 Symptomatic tachyarrhythmias.


Section C: Metabolic criteria

4.25 Area 24: Blood tests


24.1 Understand the purpose and methods of the following tests:

24.1.1 Glucose tolerance test.

24.1.2 Random blood glucose.

24.1.3 Fasting blood glucose.

24.1.4 Glycosaturated haemoglobin (HbA1c).

24.1.5 Total cholesterol, HDLchol, LDLchol, triglycerides.


24.2 Experience in interpreting the following tests:

24.2.1 Glucose tolerance test.

24.2.2 Random blood glucose.

24.2.3 Fasting blood glucose.

24.2.4 Glycosaturated haemoglobin (HbA1c).

24.2.5 Total cholesterol, HDLchol, LDLchol, triglycerides.



25.1 Knowledge of adverse signs and symptoms that may arise during exercise or recovery for metabolic target pathologies.


25.2 Specifically understand the issues surrounding glucose control before, during and after exercise in people with diabetes.

25.3 Experience in recognising and taking appropriate action regarding:

25.3.1 Hypoglycaemia.

25.3.2 Hyperglycaemia.

25.3.3 For both hypoglycaemia and hyperglycaemia, suitable advice for clients regarding glucose testing and control before, during and after exercise.

25.3.4 Hypotension or hypertension related to exertion.

25.3.5 Ischaemia (angina, claudication).

25.3.6 Depleted breathing reserve.

25.3.7 General or localised fatigue.


Section D: Musculoskeletal criteria

4.27 Area 26: Assessments of exercise capacity in clients with musculoskeletal conditions


26.1 Understanding of applied movement analysis.


26.2 Experience in performing a movement and work task analysis in a clinically relevant time period.

26.3 Ability to adapt techniques based on the observations and measurements made above.

4.28 Area 27: Exercise interventions


27.1 Understanding of the loading characteristics of tissue (e.g. bone, ligament, tendon, nerve, muscle), with and without pathology.


27.2 Experience in progressively varying tissue-loading characteristics in response to a specific pathology, physical status or work demand task (including the ability to perform this experience in a clinically relevant time period) as relevant to stage of recovery.



28.1 Understanding of tissue mechanics to create a safe exercise environment.


28.2 Experience in developing loading strategies for tissue with and without specific pathology, in a clinically relevant time period.

28.3 Experience in recognising and taking appropriate action for:

28.3.1 Acute musculoskeletal pain and injuries.

28.3.2 Medical emergencies, such as cauda equina syndrome.



29.1 Knowledge of adverse signs and symptoms that may arise during exercise or recovery for the list of musculoskeletal target pathologies.


29.2 The capacity to recognise (during exercise and recovery) and take appropriate action regarding:

29.2.1 New or worsening pain.

29.2.2 New or worsening neurological deficit.

29.2.3 Failure to achieve expected gains in exercise capacity.


Section E: Neurological or neuromuscular criteria

4.31 Area 30: Assessing exercise capacity in clients with neurological or neuromuscular conditions


30.1 Familiarity with using and interpreting various subjective and objective measures from the generic list as relevant to this category or when clinically appropriate.



31.1 An ability to create an environment (including equipment modification) that is safe for a person with neurological pathology to exercise.



32.1 Knowledge of adverse signs and symptoms that may arise during exercise or recovery for the list of neurological or neuromuscular target pathologies.


32.2 Confidence to recognise and take appropriate action regarding common signs and symptoms associated with neurological or neuromuscular target pathologies (e.g. autonomic dysreflexia, hypotension, elevated core temperature).



33.1 Awareness of communication and other cognitive, emotional and social processes that could be affected by neurological or neuromuscular target pathologies.


33.2 Experience in modifying communication strategies to improve their effectiveness.


Section F: Other conditions

Mental health



34.1 Awareness of communication and other cognitive, emotional and social pressures that could be affected by mental health disorders.


34.2 Ability to modify communication strategies to improve their effectiveness.

Cancers

4.36 Area 35: Medical and allied health management


35.1 Following chemotherapy, radiotherapy, surgery and other treatments.

35.2 Before blood tests.

35.3 After prolonged bed rest.

35.4 In conjunction with medications used to treat cancer patients.


Application Section 5: Practicum — exercise science and exercise physiology

Academic units are encouraged to read the Health Workforce Australia (www.hwa.gov.au) reports on the ‘Clinical supervisor support program’ when designing or reviewing their practicum programs, and when preparing an application for accreditation. These documents have informed the 2012 update of the practicum section within the National University Course Accreditation Program (NUCAP) guidelines.

Aim of the practicum program

The overarching aim of the practicum program — for both exercise and sports science, and clinical exercise physiology — is to contribute to the development of appropriately knowledgeable and skilled students.

The exercise science practicum

Please complete this section if the course submitted for accreditation is designed to satisfy the exercise and sports science practicum requirements. If the course submitted for accreditation is designed to satisfy the clinical exercise physiology practicum requirements only, please refer to page 93.

General requirements for the exercise science practicum program

To meet accreditation requirements, students must be given opportunities for a high-quality practicum program directly relevant to the field of exercise and sports science in one or more settings. More than one site may be required to provide a student with appropriate exposure to the field. A minimum of 140 hours of practicum is required for a graduate to be eligible for ESSA membership.

The practicum component of the course has both theoretical and practical elements. The program must be discrete, well-organised, supported, integrated and sequential, and have clear learning outcomes that explicitly correspond with the assessment methodology. The academic unit must ensure that students have an appropriate level of skill and knowledge before they enter the practicum program. This is necessary when students are required to be actively engaged within the placement, as opposed to being an observer only. Supervisors of practicum students should not be solely responsible for ensuring that students have the necessary knowledge and skill base to meet industry requirements.

While NUCAP anticipates that the practicum program will be external to the university, some universities may also have their own clinic or community-oriented programs that complement the external placements.

The 140 hours of exercise and sports science practicum is to be conducted in a professional practice setting. Examples of appropriate settings include, but are not limited to, the following:

Application Section 5: Practicum 87

Hospital/clinical services

• Clinical hospital laboratory: 12-lead electrocardiograms (ECG), clinical exercise testing (e.g. Bruce/Balke protocol), cardiac catheter lab, lung function testing, blood tests.

Note: This setting is appropriate only for students who are at a stage in their course where relevant skills and knowledge have already been attained.

Occupational rehabilitation

• Injury case management services: workers compensation industry (WorkCover), CTP claims (Lifestyle Care & Support Scheme); sites may be private practice case management providers, insurances companies, etc

• Rehabilitation service providers — design and manage work-related activity programs

• Workplace assessment

• Work/job task analysis

• Manual materials handling.

Note: This setting is appropriate only for students who are at a stage in their course where relevant skills and knowledge have already been attained.

Exercise delivery for apparently healthy clients

• Conduct client assessments

• Exercise prescription

• Leadership (e.g. client exercise session monitoring and program management)

• Exercise plan evaluation.

Sports science/sports performance

• Coaching — teams or individuals, from grass-roots community levels to elite sports competition

• Strength training and conditioning for sports teams, athletes, etc

• Physiological assessments or athlete profiling (e.g. body composition)

• Performance testing or talent identification

• Biomechanical assessment and analysis

• Sports first aid/sports trainer (for sporting teams and events)

• Match/performance analysis

• Sports drug testing/anti-doping (Australian Sports Anti-Doping Authority)

• Sports camps — for player/athlete or skill development.

Exercise and sports science research

• Exercise testing/physiological assessment

• Biomechanical assessment and analysis

• Motor skill analysis and acquisition

• Laboratory assistant


• Data collection and analysis

• Calibration of equipment

• Haematology, biochemistry

• Drug screening.

Note: Participation in a research study as a subject is not considered as an appropriate professional placement experience.

Workplace health

• Health risk appraisal and risk management (e.g. lifestyle management programs)

• Recruitment fitness testing or training for emergency services (e.g. fire brigade, police force)

• Occupational or workplace injury risk assessment and risk management

• Workplace health programs/corporate fitness

• Blood tests/anthropometry.

Articulation with clinical exercise physiology practicum requirementsStudents who are undertaking an undergraduate exercise and sports science course may wish to consider progressing to postgraduate study in clinical exercise physiology. For accreditation requirements in this case, they will be required to undertake a minimum of 500 practicum hours, as follows:

• a minimum of 140 hours in exercise service delivery for the apparently healthy populations

• a minimum of 140 clinical hours of neurological/neuromuscular or musculoskeletal practicum

• a minimum of 140 clinical hours of cardiorespiratory or metabolic practicum

• remaining hours may be completed as health-related activities.

Where an undergraduate course is being considered for accreditation at the level of exercise and sports science and for exercise physiology — or for exercise and sports science students who are considering progressing to clinical exercise physiology postgraduate study — the 140 hours of practicum that students undertake for their exercise and sports science practicum may count towards the required practicum hours for clinical exercise physiology. This is provided that the exercise and sports science practicum is undertaken in the area of exercise service delivery for apparently healthy populations or aligned with the scope of practice of an accredited exercise physiologist (AEP). For instance, practicum in sports coaching or sports management cannot be counted towards practicum requirements for exercise physiology accreditation.

Supervision of those students in the above situation must be undertaken by university-trained professionals. Under extenuating circumstances, this supervision may be completed by an individual with a Certificate IV in fitness who has at least ten years (full–time equivalent) experience in exercise service delivery, and who has received an induction into student supervision.


Information on practicum arrangements

5.1 List the units of study dedicated to the practicum program and the number of practicum hours that the students are required to attain.

The practicum coordinator(s)

5.2 How is the practicum program staffed? What are the roles and responsibilities of each staff member?

5.3 Is the principal practicum coordinator or the Exercise & Sports Science Australia (ESSA) university liaison officer a member of ESSA? This is an efficient way for the practicum coordinator to be kept informed of industry dynamics.

The practicum site

5.4 Please list the type (including university outreach programs) and number of practicum sites involved in the practicum program.

5.5 The academic unit should have measures in place to ensure that there will be a sufficient number of quality practicum sites in the long term. Please outline what these measures are.

5.6 Risk management in the form of detailed formal arrangements (e.g. legal agreements, contracts, memorandums of understanding) between the practicum site and the university is important to protect the academic unit, students, and placement sites and is strongly recommended. A clear understanding of the roles, duties and obligations of all parties is also essential to the success of any practicum. Statutory and legislative obligations imposed on the university and the practicum site, including work, health and safety obligations, are to be taken seriously. Failure to address this issue exposes all parties, i.e. the student, practicum site and the academic unit to an unnecessary risk. Please provide details of the formal arrangements (i.e. a copy of any written agreement) that are implemented between practicum sites and the university.

5.7 Are students able to conduct their practicum overseas? If so, please provide details on the overseas practicum policies and procedures. What procedures does the academic unit have in place to ensure that students involved in overseas practicum receive a quality experience and achieve required learning outcomes?


The supervisor

Practicum supervisors play an important role in the training of students. They should be appropriately supported by the academic unit and committed to training students in a best-practice manner. Supervisors are in an ideal position to comment on the skills and knowledge of students, and to make objective statements about students’ preparedness to enter the exercise and sports science working context.

Supervisor qualifications

Supervisor(s) in the exercise and sports science practicum program must have a relevant university qualification and ideally be capable of attaining full membership of Exercise & Sports Science Australia (ESSA).

Students completing the 140 hours of practicum experience in exercise service delivery for apparently healthy clientele (as required for accreditation as an exercise physiologist) should be supervised by university-trained professionals. Under extenuating circumstances2, this supervision may be completed by an individual with a Certificate IV in fitness who has at least ten years (full-time equivalent) experience in exercise service delivery. The supervisor will be required to have received an induction3 into student supervision. Academic units are advised that this is potentially an interim measure to allow students currently in courses to achieve this practicum requirement. These changes come into effect on 1 September 2010, and will apply to students completing this practicum experience after this date.

5.8 Please confirm that the supervisors of the practicum program are qualified as outlined above. What evidence are supervisors required to submit to the academic unit concerning the appropriateness of their qualifications?

5.9 Practicum supervisors must be provided with information regarding the knowledge and skills that students should bring to the site. Such information may need to be individualised as indicated (e.g. for part-time or exchange students). This will enable the supervisor to organise appropriate tasks for the students, and it will help the supervisor assess students. Please confirm that this is occurring.

5.10 How are practicum supervisors made aware of their roles when supervising a student?

2 Extenuating circumstances include an inability to obtain a university-trained professional.3 The induction into student supervision can be completed by the academic unit and should comprise elements

such as expectations of the university, one-on-one supervision of students, and guidelines on conflict resolution and evaluation. ESSA is also preparing an online induction package.


The student

5.11 What strategies have been embedded into the course to ensure that students are appropriately prepared for their placement (e.g. progressive exposure to clients, assessment of practical skills, coverage of relevant professional issues)?

5.12 What processes are in place to ensure that a student will actively engage in their placement?

For both the student and supervisor

5.13 How are students and supervisors made aware of the purpose of the practicum, and their role and the academic unit’s role in the practicum program?

5.14 How is the poorly performing student prepared for and supported during the practicum? How is the supervisor prepared and supported while supervising students who are performing poorly?

5.15 The learning outcomes of the practicum program must be clear and assessable. Please provide details on how students and supervisors are made aware of the essential learning outcomes required from the practicum.

5.16 What guarantee is there that students receive quality supervision and timely and constructive feedback from supervisors?

5.17 NUCAP recommends that the academic unit contacts site supervisors and students at least once, either verbally or in writing, during the placement. How and when does the academic unit contact site supervisors and students during a placement?

5.18 NUCAP appreciates that an annual site visit to all practicum sites is logistically unrealistic, particularly for regional universities. NUCAP recommends that a range of practicum sites are visited annually; however, all practicum sites should be visited at least once every two years. In instances where an issue arises with a practicum site, a visit must be undertaken. Please outline the academic unit’s policy regarding site visits.

5.19 What are the policies and procedures in place to deal with grievances that arise from either the supervisor or student?

5.20 As part of the quality-assurance mechanisms within the practicum program, opportunities should be made available for supervisors and students to provide feedback on the practicum experience. Please provide details on how the academic unit is achieving this.


Assessment

Students on placement should have learning outcomes to achieve. Learning outcomes should be explicitly linked with an assessment methodology that appropriately assesses skills, knowledge and attributes. Interim assessments of progress are highly recommended.

5.21 Please provide details of the assessment methodology used in the practicum program. If the supervisor is responsible (wholly or partly) for the assessment of a student during practicum, how is the supervisor supported by the academic unit during this process?

The supervisor and university relationship and placement organisation

The academic unit must have mechanisms in place that will ensure the sustainability of the practicum program over a five-year accreditation cycle. This will be achieved in part by ensuring that:

• supervisors are appropriately supported

• supervisors’ contribution to student learning is valued

• the benefits of student supervision are clearly articulated.

Practicum supervisors are generally not formally trained as educators, and this must be considered by the academic unit.

Placement organisation can significantly affect the long-term relationship between the university and the supervisor. For instance, supervisors often advise NUCAP that they do not like being ‘cold called’ by students. Most supervisors therefore prefer the placement to be organised in blocks, so that the continuum of learning is not negatively impacted by frequent changes to a student’s practicum schedule. NUCAP suggests that academic units liaise regularly (e.g. annually) with supervisors to ensure that the organisation of the practicum program is not adversely affecting the university–supervisor relationship.

Academic units are encouraged to collaborate with other exercise and sport science academic units across different institutions within the same state to establish more uniform approaches to the administration of practicum programs (e.g. assessment approaches). This will reduce the load on supervisors and support the long-term commitment of the supervisor to educating the profession.

5.22 Please provide details on how the practicum placement is organised for students.

5.23 How does the academic unit support the supervisor’s role as educator, given that most supervisors are not formally trained in education? For example, does the academic unit conduct workshops, organise meetings, or provide access to relevant professional development opportunities or resources?


5.24 Please provide details on other approaches used to secure the long-term commitment of supervisors to the practicum program. For example: administering adjunct appointments, hosting annual meetings, organising social events, enabling library access, inviting select supervisors to sit on external advisory committees, offering sessional lecturing/tutoring positions, issuing certificates of appreciation or recognition, supporting research collaborations or remunerating supervisors.

5.25 The potential benefits to supervisors from supervising students should be articulated in the relevant documentation. Please confirm that this is occurring.

Practicum logbooks

5.26 To help ESSA process individual applications for full ESSA membership, exercise and sports science students must complete the ESSA practicum logbook. Please confirm that this is occurring and that the logbooks are being checked for accuracy.

Yes/No (delete one) If no, please explain

Practicum can be logged per client, per day or per group. Students can ‘bulk’ the hours, but the description of services must reflect the time. For example, if an eight-hour day is entered, then the clients/cases should be listed. If there are groups of clients, then a brief description of the group rather than every individual is acceptable. The description of services should demonstrate what happened in that day — for an eight-hour day and approximately six clients, two paragraphs would be acceptable.

Logbook auditing

Of the exercise science applications submitted for ESSA membership from graduates of NUCAP-accredited courses, ESSA will audit 10% of logbooks per university per year for accuracy. Results will be reported back to the ESSA board and NUCAP committee. Applicants must keep their logbooks for a minimum of five years after submitting an application to ESSA for exercise science membership.


The exercise physiology practicum

Please complete this section if the course submitted for accreditation is designed to satisfy the exercise physiology practicum requirements.

General requirements for the exercise physiology practicum program

To meet the requirements for accreditation, students must be given opportunities for a high-quality practicum directly relevant to the scope of practice of an accredited exercise physiologist (AEP) (see www.essa.org.au ) in two or more settings. A minimum of 500 hours of practicum is required for exercise physiology accreditation. The 140 hours for exercise and sports science accreditation may count towards the necessary practicum hours for exercise physiology accreditation, provided that it is in the area of exercise service delivery for apparently healthy populations or aligned with the scope of practice of an AEP. This means that practicum in sports coaching or sports management, for instance, cannot be counted towards exercise physiology accreditation.

The practicum component of the course has both theoretical and practical elements. The program must be discrete, well-organised, supported, integrated and sequential, and have clear learning outcomes for students that explicitly correspond with the assessment methodology. The academic unit must ensure that students have an appropriate level of skill and knowledge before they enter the practicum program. This is necessary when students are required to be actively engaged within the placement, as opposed to being an observer only. Supervisors of practicum students should not be solely responsible for ensuring that students have the necessary knowledge and skill base to meet industry requirements.

While NUCAP anticipates that the practicum program will be external to the university, some universities may also have their own clinic or community-oriented programs that complement the external placements.

Information on practicum arrangements

5.27 List the units of study dedicated to the practicum program and the number of practicum hours that the students are required to attain.

The practicum coordinator(s)

5.28 How is the practicum program staffed? What are the roles and responsibilities of each staff member?

5.29 Is the principal practicum coordinator or the ESSA university liaison officer a member of ESSA? This is an efficient way for the practicum coordinator to be kept informed of industry dynamics.



The practicum site

5.30 Please list the type (including university outreach programs) and number of practicum sites involved in the practicum program.

5.31 The academic unit should have measures in place to ensure that there will be a sufficient number of quality practicum sites in the long term. Please outline what these measures are.

5.32 Risk management in the form of detailed formal arrangements (e.g. legal agreements, contracts, memorandums of understanding) between the practicum site and the university is important to protect the academic unit, students, and placement sites and is strongly recommended. A clear understanding of the roles, duties and obligations of all parties is also essential to the success of any practicum. Statutory and legislative obligations imposed on the university and the practicum site, including work, health and safety obligations, are to be taken seriously. Failure to address this issue exposes all parties, i.e. the student, practicum site and the academic unit to an unnecessary risk. Please provide details of the formal arrangements (i.e. a copy of any written agreement) that are implemented between practicum sites and the university.

5.33 Are students able to conduct their practicum overseas? If so, please provide details on the overseas practicum policies and procedures. What procedures does the academic unit have in place to ensure that students involved in an overseas practicum receive a quality experience and achieve required learning outcomes?

The supervisor

Practicum supervisors play an important role in the training of students. They should be appropriately supported by the academic unit and committed to training students in a best-practice manner. Supervisors are in an ideal position to comment on the skills and knowledge of students, and to make objective statements about students’ preparedness to enter the exercise and sports science working context.

Supervisor qualifications

Students completing the 140 hours of practicum experience in exercise service delivery for apparently healthy clientele (as required for accreditation as an exercise physiologist) should be supervised by university-trained professionals. Under extenuating circumstances4, this supervision may be completed by an individual with a Certificate IV in fitness who has at least ten years (full-time equivalent) experience in exercise service delivery. The supervisor will be required to have received an induction5 into student supervision. Academic units are advised that this is potentially an interim measure to allow students currently in courses to achieve this practicum requirement. These changes come into effect on 1 September 2010, and will apply to students completing this practicum experience after this date.

4 Extenuating circumstances include an inability to obtain a university-trained professional.5 The induction into student supervision can be completed by the academic unit, and should comprise elements

such as expectations of the university, one-on-one supervision of students, and guidelines on conflict resolution and evaluation. ESSA is also preparing an online induction package.


Supervisor(s) for the exercise physiology/clinical practicum program must be one of the following:

• an AEP

• a university-trained allied health professional (e.g. registered physiotherapist); however, for components of clinical practice involving exercise prescription, at least some of the clinical supervision must be conducted by an AEP

• an exercise professional with, or capable of attaining, full ESSA membership (i.e. exercise scientist); however, for components of clinical practice involving exercise prescription, at least some of the clinical supervision must be conducted by an AEP.

5.34 Please confirm that the supervisors of the practicum program are qualified as outlined above. What evidence are supervisors required to submit to the academic unit concerning the appropriateness of their qualifications?

5.35 Clinical supervisors must have experience working with clients that have the specific conditions with which the student is seeking experience. Clinical supervisor:student ratios may be up to 1:5, with the proviso that there must be some one-on-one contact for each placement. Please confirm that these conditions are being adhered to.

5.36 Practicum supervisors must be provided with information regarding the knowledge and skills students should bring to the site. Such information may need to be individualised as indicated (e.g. for part-time or exchange students). This will enable the supervisor to organise appropriate tasks for the students and help the supervisor assess the students. Please confirm that this is occurring.

5.37 How are practicum supervisors made aware of their roles when supervising a student?

The student

5.38 What strategies have been embedded into the course to ensure that students are appropriately prepared for their placement (e.g. progressive exposure to clients, practical skills assessment, coverage of relevant professional issues)?

5.39 What processes are in place to ensure that a student will actively engage in their placement?

For both the student and supervisor

5.40 How are students and supervisors made aware of the purpose of the practicum, and their role and the academic unit’s role in the practicum program?

5.41 How does the academic unit support the students and supervisors during the practicum placement?


5.42 How is the poorly performing student prepared for and supported during the practicum? How is the supervisor prepared and supported while supervising students who are performing poorly?

5.43 The learning outcomes of the practicum program must be clear and assessable. Please provide details on how students and supervisors are made aware of the essential learning outcomes required from the practicum.

5.44 What guarantee is there that students receive quality supervision, and timely and constructive feedback from supervisors?

5.45 The academic unit must check the professional conduct of the student and supervisor during a student’s placement, either verbally or in writing. How and when does the academic unit contact site supervisors and students during a placement?

5.46 NUCAP recommends that each site is ideally visited once annually, dependent on geographical location. Please outline the academic unit’s policy regarding site visits.

5.47 What are the policies and procedures in place to deal with grievances that arise from either the supervisor or student?

5.48 As part of the quality-assurance mechanisms within the practicum program, opportunities should be made available for supervisors and students to provide feedback on the practicum experience. Please provide details on how the academic unit is achieving this.

Assessment

Students on placement should have learning outcomes to achieve. Learning outcomes should be explicitly linked with an assessment methodology that appropriately assesses skills, knowledge and attributes. Competency and capability-based assessment is encouraged. Interim assessments of progress are required for the clinical exercise physiology student.

5.49 Please provide details of the assessment methodology used in the practicum program. If the supervisor is responsible (wholly or partly) for the assessment of a student during practicum, how is the supervisor supported by the academic unit during this process?

The supervisor and university relationship and placement organisation

The academic unit must have mechanisms in place that will ensure the sustainability of the practicum program over a five-year accreditation cycle. This will be achieved in part by ensuring that:

• supervisors are appropriately supported

• supervisors’ contribution to student learning is valued

• the benefits of student supervision are clearly articulated.


Practicum supervisors are generally not formally trained as educators, and this must be considered by the academic unit.

Placement organisation can significantly affect the long-term relationship between the university and the supervisor. For instance, supervisors often advise NUCAP that they do not like being ‘cold called’ by students. Most supervisors therefore prefer the placement to be organised in blocks, so that the continuum of learning is not negatively impacted by frequent changes to a student’s practicum schedule. NUCAP suggests that academic units liaise regularly (e.g. annually) with supervisors to ensure that the organisation of the practicum program is not adversely affecting the university–supervisor relationship.

Academic units are encouraged to collaborate with other exercise and sport science academic units across different institutions within the same state to establish more uniform approaches to the administration of practicum programs (e.g. assessment approaches). This will reduce the load on supervisors and support the long-term commitment of the supervisor to educating the profession.

5.50 Please provide details on how the practicum placement is organised for students.

5.51 How does the academic unit support the supervisor’s role as educator, given that most supervisors are not formally trained in education? For example, does the academic unit conduct workshops, organise meetings, or provide access to relevant professional development opportunities or resources?

5.52 Please provide details on other approaches used to secure the long-term commitment of supervisors to the practicum program. For example: administering adjunct appointments, hosting annual meetings, organising social events, enabling library access, inviting select supervisors to sit on external advisory committees, offering sessional lecturing/tutoring positions, issuing certificates of appreciation or recognition, supporting research collaborations and remunerating supervisors.

5.53 The potential benefits to supervisors from supervising students should be articulated in the relevant documentation. Please confirm that this is occurring.

Clinical practicum hours

The 500 hours of clinical practicum required for exercise physiology accreditation must be structured in the following manner:

• a minimum of 140 hours in exercise service delivery for the apparently healthy populations

• a minimum of 140 clinical hours of neurological/neuromuscular or musculoskeletal practicum

• a minimum of 140 clinical hours of cardiorespiratory or metabolic practicum.

Any remaining hours may be completed as health-related activities, such as:

• provision of exercise delivery for pathologies related to cancers, mental health, or renal or other pathologies

• provision of further exercise delivery for neurological, neuromuscular, musculoskeletal, cardiopulmonary and metabolic disorders, or other pathologies

• diagnostic investigations or procedures (e.g. cardiac, pulmonary, other clinical investigations or procedures)

• health checks (e.g. point-of-care testing)


• case management

• health promotion, health education or workplace health programs

• other health-related activities as outlined in the AEP evidence-based criteria.

The activities approved under the ‘health-related activities’ may occur in isolation (i.e. without a related exercise intervention).

To ensure that the clinical practicum reflects the AEP scope of practice, it should include a mix of face-to-face exercise service delivery, observation of expert practitioners and a combination of other activities designed to support the delivery of exercise services and otherwise mirror the AEP scope of practice. Administrative work is important for practitioners and is therefore approved as a small component of clinical practicum.

Clinical practicum must include:

• a minimum of 60% (at least 300 hours) face-to-face delivery of exercise services6

• a maximum of 35% (up to 175 hours) preparation for exercise service delivery, observation and other clinical activities related to the scope of practice

• a maximum of 5% (up to 50 hours) administrative tasks.

Each of these clinical practicum requirements are further broken down to include the following activities.

1. Face-to-face delivery of exercise services (≥ 60%)

These activities must be related to the delivery of an exercise intervention, such as:

• screening and risk management, including

– reviewing referrals

– undertaking risk assessment, based on presentation

– taking histories: e.g. medical (i.e. disease, injuries and disabilities), psychosocial, exercise and lifestyle

– recording medical and other interventions

• assessing clients (before and after intervention), including

– exercise capacities

– functional capacities (e.g. vocational/occupational, recreational, activities of daily living)

– psychosocial status in relation to lifestyle change and maintenance

• planning exercise interventions, including

– setting goals with clients, practitioners and other health professionals6 Delivery of exercise services may incorporate practicum activities that are supervised via internet or

telephone-based video conferencing (e.g. web streaming, e-health conferencing). In these instances, NUCAP expects that the student will conduct the face-to-face delivery of services with a client while being overseen by a supervisor via real-time video conferencing. The video conferencing technology must incorporate real-time video and audio streaming, and must allow for unimpeded communication between the student and supervisor. Where video supervision is used, due consideration should be given to the safety of the client, and appropriate risk mitigation planning should be undertaken in advance by the supervisor. Video supervision is likely to be inappropriate for use with high-risk clients. It would not be appropriate for a student to complete all their clinical practicum hours under video supervision, and students are therefore encouraged to undertake some of their clinical practicum hours under direct supervision.


– identifying barriers and facilitators for exercise and physical activity

– providing solutions for barriers

– designing exercise interventions (in consultation with clients)

• delivering exercise interventions (including exercise prescriptions), including

– teaching correct technique and coaching

– motivating clients

– helping clients achieve self-management

– managing programs (e.g. with a daily or weekly planner)

– maintaining exercise interventions, such as retaining clients and adhering to exercise schedules.

2. Preparation for exercise service delivery, observation and other clinical activities related to the scope of practice (≤ 35%)

These activities may include:

• planning preparatory activities directly related to exercise service delivery, such as

– designing exercise and lifestyle interventions

– analysing efficacy data, such as assessments before and after exercise interventions

– preparing ‘phantom reports’ for referrers7

– researching information to prepare for a client service (e.g. evidence-based practice for the particular case)

– preparing for and participating in case meetings and case conferencing

– travel. Travelling time may be approved if the applicant can demonstrate active learning along the lines of the above dot points, and this work is completed during travel (e.g. the supervisor travels with the student and they discuss cases)

• observing expert practitioners, including clinical supervisors, under the following conditions

– practitioners are providing an actual service for clients

– students must be discussing with supervisors the client(s) and services provided, and this should provide active and problem-based learning situations

• developing and delivering education material

– this can be for other work unrelated to casework in Activity 1 (Face-to-face delivery of exercise services).

3. Administrative tasks (≤5%)

These activities can include:

• keeping records and entering data

• using Medical Director or similar practice-management software

• developing related documents (e.g. report and referral templates)7 Although students may prepare ‘phantom reports’ for referrers and clients, which is encouraged for learning

purposes, under no circumstances are these reports to be sent to referrers or clients under the name of the student practitioner. Rather, reports are prepared and submitted according to the scope of practice of AEPs, and these would normally be approved and sent under the name of the AEP or other health professional.


• billing

– e.g. learning about Medicare, the Australian Government Department of Veterans’ Affairs, WorkCover and health funds

• completing in-services and inductions.

Table 5.1 provides a summary of the AEP practicum requirements.

Table 5.1 Summary of accredited exercise physiology (AEP) practicum requirements

Apparentlyhealthyclientele

Target pathologies

Cardiopulmonary/metabolic

Neurological/neuromuscular/musculoskeletal

Other health-related

activities

140 hours 140 hours 140 hours Any remaininghours (e.g. 80)

Rationale: covers all of the major pathologies for AEPs, but allows flexibility in the breakdown of hours in each category, and also allows flexibility for any remaining hours.

Type

s of p

racti

cum

acti

vitie

s

Face-to-face exercise service delivery

Ratio

nale

: mirr

ors s

cope

of p

racti

ce o

f AEP ≥60% or ≥84 hrs ≥60% or ≥84 hrs ≥60% or ≥84 hrs ≥60% or ≥48 hrs

Preparation for face-to-face service delivery, observation of expert practitioners and other activities related to the scope of practice of AEPs

≤35% or ≤49 hrs ≤35% or ≤49 hrs ≤35% or ≤49 hrs ≤35% or ≤28 hrs

Administrative tasks ≤5% or ≤7 hrs ≤5% or ≤7 hrs ≤5% or ≤7 hrs ≤5% or ≤4 hrs

Total clinical hours (500 hours) 140 hours 140 hours 140 hours 80 hours


Clinical practice: categories

5.54 Clinical practice: categories

Clientele/service Hours and experiences

Unit of study Achieved

Apparently healthy clientele 140 hours in exercise delivery for apparently healthy clients

Clients with neuromuscular/neurological/musculoskeletal conditions

140 hours in exercise delivery for clients with neuromuscular/ musculoskeletal conditions

Clients with metabolic/cardiopulmonary conditions

140 hours in exercise delivery for clients with metabolic/ cardiopulmonary conditions

Approved health-related activities Any remaining hours

5.55 What measures are in place to ensure that supervisors are familiar with the knowledge and application criteria required of an AEP?

Clinical practicum logbooks and practicum reference forms

5.56 To help ESSA process individual applications for accreditation and reaccreditation, clinical exercise physiology students must complete the ESSA Clinical Practicum Logbooks and Clinical Practicum References as part of the clinical practicum program. Please confirm that this is occurring and that the logbooks and reference forms are being checked for accuracy.

Yes/No (delete one) If no, please explain

Practicum can be logged per client, per day or per group. Students can ‘bulk’ the hours, but the description of services must reflect the time. For example, if an eight-hour day is entered, then the clients/cases should be listed. If there are groups of clients, then a brief description of the group rather than every individual is acceptable. The description of services should demonstrate what happened in that day — for an eight-hour day and approximately six clients, two paragraphs would be acceptable.

Overall, a logbook should show that the student has worked with a range of clients and pathologies. The description of services should show that the applicant has been involved in a range of activities that fall under the scope of an AEP: e.g. assessments, exercise prescription, education, research, adherence discussions, progressions and outcomes. Example logbooks are available on the ESSA


website (http://www.essa.org.au/?page_id=1408). Logbooks must match the clinical reference forms.

Logbook auditing

Of the AEP applications submitted for ESSA membership and accreditation from graduates of NUCAP-accredited courses, ESS will edit 10% of the logbooks and clinical practicum reference forms per university per year for accuracy. Results will be reported back to the ESSA board and NUCAP committee. Applicants must keep their logbooks for a minimum of five years after submitting an application to ESSA for exercise physiology accreditation.


http://www.essa.org.au/?page_id=1408

Supporting documentation for both exercise science and exercise physiology applications

Please attach (as Appendix A) documents provided to the students for the practicum program (e.g. logbooks, reflective journal). Please ensure that the ESSA code of conduct has been included in these materials.

Please attach (as Appendix B) the documentation provided to the practicum supervisor.


Application Section 6: Quality assurance

Teaching and learning should be influenced by mechanisms that assess student learning outcomes. An academic unit should have processes in place that guarantee teaching quality. The processes should confirm that the curriculum and student progress are regularly assessed, and that any areas of concern are identified and remedied.

Evaluative processes are necessary to determine whether graduates have the required knowledge, skills and attributes to meet the needs of the exercise and sports science industry. Valid, reliable tools must be used to assess these quality-assurance parameters.

An evaluative plan clearly outlines the specifics of the quality-assurance mechanisms used. For example:

• the reliability and validity of tools used and the rationale for their use

• the stakeholders involved

• the mode and frequency by which the evaluative tools will be administered

• the return rate achieved

• those responsible for the dissemination of the tools

• analysis and response to the findings.

Academic units should carefully consider changes to a course based on evaluative findings, both in the context of the learning continuum and the overall learning objectives of the course.

To foster a contemporary and well-integrated curriculum, the course coordinator should be an experienced exercise and sports scientist who instigates timely review and renewal of the course. The coordinator should also be involved in systematic consultation with stakeholders to ensure that graduate outcomes best match the needs of the exercise and sports science industry. For clinical exercise physiology courses, the coordinator should be an accredited exercise physiologist (AEP); or, at the very least, AEPs should contribute substantially to course development and timely review and renewal.

Application Section 6: Quality assurance 107

6.1 Quality teaching

Please outline the quality-assurance mechanisms in place to support quality teaching (e.g. professional development and mentoring) and the evaluative plan (e.g. related to teaching evaluations) used to ensure teaching quality. How have quality-assurance mechanisms improved student learning outcomes? Please provide specific examples.

6.2 Curriculum quality

Please outline the evaluative plan (e.g. related to regular course reviews, work carried out by the teaching and learning committee, formalised student and teacher feedback) used to ensure curriculum quality. How have quality-assurance mechanisms improved student learning outcomes? Please provide specific examples.

6.3 Graduate outcomes

Please outline the evaluative plan used to ensure that the knowledge, skills and attributes of the course graduates are meeting the needs of the industry. How have quality-assurance mechanisms improved student learning outcomes? Please provide specific examples.

6.4 Benchmarking

What comparative analyses (e.g. benchmarking) does the academic unit engage in? How have quality-assurance mechanisms improved student learning outcomes? Please provide specific examples.

Application Section 6: Quality assurance 108

Application Section 7: Concluding comments

Please include information and evidence that would further support your position as a course that is striving for excellence in the training of exercise and sports science students.

This information may include:

• strategic links with industry

• international collaborations

• initiatives across cognate schools (e.g. student clinics)

• current directions within school committees.

The information provided will be treated as confidential and will not influence the decision to accredit a course. It may be used to assist Exercise & Sports Science Australia (ESSA) and the National University Course Accreditation Program’s (NUCAP’s) business planning as indicated, e.g. (but not limited to) developing initiatives to strengthen the relationship between ESSA and the university sector.

Application Section 7: Concluding comments 109

Appendix 1: Terms and conditions of university course accreditation

National University Course Accreditation Program (NUCAP)

a) Exercise & Sports Science Australia (‘ESSA’) determines entry level qualifications, knowledge, and experience for the professions of exercise and sports science to ensure that the highest standard of service delivery and ethical practice is maintained in these professions.

b) By-law 2 of the ESSA constitution establishes the National University Course Accreditation Program (‘NUCAP’), which provides a basis for the accreditation and reaccreditation of university courses, such terms and conditions of accreditation being the subject of this document.

1. Terms and conditions

a) The terms and conditions set out below (‘Terms’) are between NUCAP and [NAME OF UNIVERSITY] (‘University’) in relation to the University’s course or courses for which the University has sought accreditation (‘Accredited Course’).

b) These Terms form part of, and must be read and construed in accordance with, the NUCAP policies and procedures, and the course accreditation application completed by the University (‘NUCAP Application’).

c) The University authorises the head of the relevant Accredited Course school (or faculty or department, as applicable) to sign and accept these Terms, by which signature the University agrees:

i. that the information provided to NUCAP in the NUCAP Policies, Procedures and Application is correct as at the date of these Terms and is not misleading in anyway; and

ii. to be bound by these Terms.

d) Further information relevant to these Terms and NUCAP’s accreditation policies and procedures are more extensively detailed in the NUCAP Policies, Procedures and Application, a copy of which the University acknowledges it has received.

2. Changes to accredited courses

a) An Accredited Course is accredited on the basis of NUCAP’s approval at the date of granting accreditation of the:

i. course structure; and

ii. applicable course content; and

iii. information provided by the University in relation to the relevant course.

b) NUCAP acknowledges that the structure and content of an Accredited Course may be subject to some developments and variations over time. Notwithstanding such acknowledgment, the

Appendix 1: Terms and conditions of university course accreditation 111

University agrees that where a course change requires approval by the University or the applicable Accredited Course faculty, or there is requirement for a significant structural change to the Accredited Course, the details of such changes will be immediately notified to NUCAP to review any consequential changes to the status of accreditation and the University acknowledges that it may incur additional costs payable to NUCAP for any such review.

c) NUCAP encourages the University’s course coordinators or other appropriate representatives to make contact with NUCAP when planning and developing new courses or modifying existing courses to ensure compliance with the accreditation guidelines.

d) As relevant to accreditation, the University agrees that any proposal to change an Accredited Course must be provided to NUCAP together with reasons for the proposed changes, details of the changes and an analysis of the effects of the changes. NUCAP may request additional information from the University in order to assess the impact of any proposed changes to the Accredited Course.

3. Recognition of prior learning (‘RPL’)

If the University recognises prior learning from non-university tertiary study, it must submit to NUCAP for consideration complete details of the mapping process used to determine sufficient coverage of knowledge and skills. These details will be examined closely by NUCAP. Advance standing granted for non-university tertiary study should not exceed 12.5% of the coursework for the course that is the subject of accreditation

4. Revocation of accreditation

The University acknowledges that NUCAP reserves the right to revoke the accredited status of an Accredited Course at any time that NUCAP considers one or more of these Terms have been breached.

5. Intellectual property

a) The University owns the Accredited Course and all intellectual property rights associated with that Accredited Course. Neither ESSA nor NUCAP claims any right to ownership of an Accredited Course.

b) Any intellectual property rights of ESSA as utilised by the University as a result of this agreement must comply with any style guides and requirements of ESSA, which ESSA may alter from time to time.

6. Information

a) The information provided to NUCAP by the University as contained in the NUCAP Policies, Procedures and Application will be treated as confidential and may be used by NUCAP in the assessment of NUCAP’s procedures and business practices.

b) The University acknowledges that if an application is successful, details of the University and the Accredited Course will be posted on the website of ESSA.

Appendix 1: Terms and conditions of university course accreditation 112

7. Endorsement

The University agrees that any endorsement, marketing, advertising or promotion of the Accredited Course must not be misleading in any way or deviate from the information set out in the NUCAP Guidelines and Application.

8. Reporting to NUCAP

The University acknowledges that it will respond to any correspondence or requests for further information from NUCAP within 10 working days of such request, and that failure to respond may lead to delays in processing of the application and/or additional fees being incurred and/or a cessation of the application process until NUCAP receives the required response.

9. Release and indemnity

The University releases and indemnifies NUCAP, its officers, employees, agents and contractors from and against all losses, damages, liabilities, claims and expenses arising out of or referable to any breach by the University of its obligations under either these Terms or in any way related to NUCAP’s granting of accreditation to an Accredited Course.

10. Contact

Further information concerning these Terms or NUCAP or ESSA may be obtained by contacting NUCAP directly.

Signed pursuant to clause 2(c) of these Terms on behalf of [UNIVERSITY NAME] by its authorised representative in the presence of:

_______________________________________

Witness

_______________________________________

Signature of authorised representative of [INSERT UNIVERSITY FACULTY/ SCHOOL]

________________________________________

Print name of witness

______________________________________

Print name of authorised representative

Date: _______________________________

Appendix 1: Terms and conditions of university course accreditation113

Appendix 2: Unit of study outline/description requirements for NUCAP applications

All National University Course Accreditation Program (NUCAP) applications are reviewed by senior, highly experienced academics and practitioners who are very familiar with the structure and function of unit of study outlines and how they are influenced by university policies and procedure. Therefore, to facilitate efficient and effective reviews of NUCAP applications, academic units are requested to provide a modified version of unit of study outlines. The level of close detail supplied to students is NOT required.

Please use the following template to provide unit of study information. Academic units are advised that failure to use the following template may:

• delay the review process

• result in an application being returned due to insufficient information provided. This will incur an administration fee of $600.

Appendix 2: Unit of study outline/description requirements 115

Unit of study outline template

Please provide the following information for each unit of study. Text in italics is instructional only and should be replaced with the relevant information from your academic unit. An example unit of study outline is also provided at the end of this document.

1 Basic information

Unit of study name and number

Semester/trimester in which unit is offered

Campus where unit is offered

Credit points allocated to the unit of study

Unit delivery mode Indicate if the unit is offered on-campus, intensive/block on-campus, online, distance education or a combination of modes.

Pre-requisites Provide number and name of unit(s) of study

Co-requisites Provide number and name of unit(s) of study.

Unit description Provide a BRIEF description of the unit. This should not exceed three sentences.

Unit teaching staff

Attendance requirements

(lectures/practicals/tutorials)

Provide names and teaching role only. Identify unit coordinator.


2 Learning outcomes (unit objectives)

Provide as student learning outcomes. Please avoid effectively rewriting unit content as student learning outcomes.

3 Class contact time

Provide hours per week timetabled for lectures, tutorials and practicals/laboratories. For distance education/online learning experiences, indicate student learning hours as recommended by the academic unit/university.

4 Table of unit content

A weekly or topic number schedule of subject matter covered in the unit of study. Use the following table as a template.

Unit of study content and timetable

Week/

topic

number

Lecture contenta Tutorial content a

(if applicable)

Practical /laboratory content a

NUCAP criteria covered

Provide key words/phrases that indicate depth and breadth of content

e.g. stages of learning, learning vs. performance, ceiling and floor effects.

Provide a brief description of tutorial activities

e.g. Journal club: Consideration of gait variability literature.

Provide key words/phrases that describe practical/laboratory activities and how they are conducted

e.g. Submaximal tests of aerobic capacity (Åstrand, PWC170 ) – small groups/demonstration

List the relevant NUCAP essential knowledge and skills covered for this week(s)/topic

a It must be possible to identify NUCAP essential knowledge and skills criteria as listed in the academic unit’s NUCAP application via these descriptions.

5 Textbooks/required and recommended readings

Provide details of any prescribed texts and/or required supplementary reading materials and a selection (no more than five) of the most relevant or indicative recommended additional readings (e.g. monographs, position papers, literature reviews, theses) and a selection (no more than five) of the most relevant or indicative journal articles. Note: The NUCAP committee will be particularly interested in the nature and quality of materials supplied or recommended to students in the absence of a prescribed text.


6 Assessment

Provide a BRIEF summary of assessment requirements (including required pass mark, and policy regarding failure to attempt to complete assessment items) in the following table.

Summary of assessment tasks

Item Task activity Weighting (%)

Learning outcomes assessed

Provide a brief summary of the assessment activity. Short phrases (e.g. group presentation, video analysis, lab reports, skills assessment) are acceptable as a brief summary of the assessment task and will follow this table.

Provide BRIEF summaries (2–3 sentences)of assessment activities, including: type and structure of examinations (types of questions, unit content covered, written vs. oral), written assignments (including essays, literature reviews and research reports), laboratory/practical reports, practical examinations, student presentations (group and individual), multimedia activities (e.g. video analysis, online tasks), case studies, seminar/assignment topics, debates, journal club, peer assessment.

Please DO NOT provide the following:

• unit/lecture timetable information indicating days and times of the week when teaching activities are scheduled, semester breaks and public holidays, details of teaching venues, etc.

• contact details for unit teaching staff• biographies of academic staff members• intended graduate qualities • general advice to students regarding assessment tasks e.g. due dates, written paper

specifications (referencing style, font, line spacing, margins, headers/footers, presentation [stapling, cover sheets, use of plastic sleeves etc.], spelling, grammar), plagiarism, collaboration, submission of assignments, extensions, ethical procedures in data collection, grievance procedures (except for practicum – see Application Section 5)

• advice provided to students concerning university support services (e.g. disability, library, academic learning resources/assistance/support strategies, indigenous support, faculty student support, peer-assisted study, academic/special consideration, details about availability of past exam papers)

• advice given to students regarding university policies (e.g. student code of practice, rules for student/academic conduct and discipline), except where these relate to practicum.

An example of a completed unit of study follows.


Example unit of study outline

1 Basic information

Unit of study name and number EXSC321: Motor Learning and Control

Semester/trimester in which unit is offered Semester 2

Campus where unit is offered Henry Park

Credit points allocated to the unit of study 6

Unit delivery mode On campus

Pre-requisites EXSC145: Motor Development

EXSC221: Exercise and Sport Biomechanics

EXSC222: Exercise and Sport Behaviour

Co-requisites EXSC322: Expert Performance in Sport (Exercise and sport science program)

EXSC323: Neurophysiology and Mechanics of Human Movement (Clinical exercise physiology program)

Unit description This unit examines the factors underlying the acquisition, retention and control of motor skill. Unit content will include skill classification, ability, memory, sensation, perception, theories of motor control, learning, performance, feedback and practice. Also covered will be measurement concepts and procedures in motor learning and control, technology in motor skill acquisition and research, fundamentals of instrumentation, evaluating and using published research, and collection, analysis, and reporting of data.

Unit teaching staff Professor A (coordinator and lecturer)

Professor B (lecturer)

Dr C (tutor)

2 Learning outcomes (unit objectives)

On successful completion of this unit, students will:

1. understand the neural, mechanical and cognitive bases for acquiring, retaining and controlling movement skills

2. be able to conduct tests of motor function and to evaluate, formulate and solve problems related to motor learning and control.


3 Class contact time

• Lectures: 24 hours

• Practicals/laboratories: 10 hours

• Tutorials: 12 hours

• Oral presentation attendance: 4 hours

• Total: 50 hours.


4 Table of unit content

Lecture timetable/unit content: Semester 2 (winter term)


Week Lecture content Practical/tutorial content NUCAP criteria covered

1 Skill classification & motor ability: Skills & actions; movement classifications; Gentile’s taxonomy; motor ability (differences, identification & performance)

Data collection and interpretation revision (SPSS and Excel review). Classification of motor skills; simple & choice reaction time; dual task methodology; balance and posture; kinaesthesis and perception

9.27; 9.33; 9.34–9.36; 9.48–9.49

2 Memory:

Performance, learning & memory: memory structure (STSS, STM, LTM), faults; forgetting; improving memory

Performance accuracy; vision, balance & catching; motor programming; response selection & Hick’s law

9.28; 9.35; 9.46–9.48

3 Sensory control: Proprioception Perception; types of sensory information; somatosensory system; sensory feedback (touch, pain, temperature, muscular); sensory neuropathy

Movement speed, distance & accuracy – Fitts’ Law; contextual interference; working and long-term memory

9.1–9.5; & 9.11– 9.12; 9.22–9.23; 9.47–9.49; 9.54–9.55

4 Sensory control: vision

The eye; photoreceptors; visual cortex; oculomotor control; vestibular system; VORs; vision & kinaesthesis; central & ambient vision; vision, posture & locomotion; processing visual information, balance system & posture; vision & timing (Tc & tau), catching and prehension; visual disorders & dominance

Observational learning & bilateral transfer; development of coordinative structures

9.13–9.23; 9.46–9.49; 9.54–9.55

5 Stages of information processing

Reaction & movement time; processing information; reflexes; Hick’s law; S-R compatibility; movement complexity & RT; motor equivalence; PRP; scaling movement

Massed versus distributed practice; performance changes during practice; frequency & types of feedback

9.20; 9.23; 9.46–9.50

6 Attention & visual selection

Types of attention; role; dual task paradigm; selective attention; theories of attention; focusing attention; automaticity; visual searching; action preparation

Tutorial: Practical data analysis & interpretation, report preparation (SPSS & Excel review) followed by prac group meeting (1 hour). Oral presentation articles distributed

9.23

Mid-semester break

7 Motor control theories

Information processing; motor programs; schema theory; invariance; Fitts’ law; application to coaching/rehabilitation

Tutorial: Practical data analysis & interpretation, report preparation (SPSS & Excel review) followed by prac group meeting (1 hour)

9.38; 9.47; 9.49

8 Motor control theories (cont’d)

Dynamical systems theory, goal-directed behaviour; degrees of freedom problem; self organisation; patterns; collective variables and control parameters; professional application

Tutorial: Text review questions & critiquing a research article

9.22; 9.39–9.41


9 Stages & transfer of learning

Performance versus learning; general performance characteristics; assessing learning (observation, retention, transfer, coordination dynamics)

Tutorial: Text review questions 9.25; 9.39–9.41

10 Demonstrations & instruction

Why demonstration; observer perception; demonstration & skill acquisition; observation & learning; verbal instruction

Tutorial: Text review questions 9.29; 9.30–9.34; 9.37; 9.39; 9.42

11 Types & frequency of feedback

Feedback classification; feedback & learning; feedback frequency, timing & content; kinematic & kinetic feedback; feedback application (coaching/rehabilitation)

Tutorial: Text review questions 9.43, 9.45

12 Practice variability & distribution

Benefits & irony of PV; implementing PV practice variability; varying practice contexts; practicing closed & open skills; professional application; contextual interference effect

Oral presentations 9.43; 9.44–9.45

13 Lecture 14: Amount & types of practice

Overlearning; procedural & dynamic balance skills; skill complexity & organisation; whole versus part practice; fractionalisation; segmentation; simplification; attention: professional implications

Oral presentations 9.44–9.45

13 Study vacation Revision tutorial: Optional attendance

14 Final examination

5 Textbooks/required and recommended readings

Prescribed text

Magill, R.A. (2007). Motor Learning & Control: Concepts & Applications. (8th ed.) Boston: McGraw-Hill.

Online Learning Centre for Motor Learning and Control at www.mhhe.com/magill8e.

Required supplementary readings for practicals (available on Blackboard)

Fischman, M. G., & Mucci, W.G. (1989). Influence of a baseball glove on the nature of errors produced in simple one-handed catching. Research Quarterly, 60, 251–255 (practical 6).


http://www.mhhe.com/magill8e

Hautala, R.M., & Conn, J.H. (1993). A test of Magill's closed-to-open continuum for skill development. Perceptual and Motor Skills, 77, 219–226 (practical 1).

Hebert, E.P., & Landin D. (1994). Effects of a learning model and augmented feedback on tennis skill instruction. Research Quarterly for Exercise and Sport, 65, 250–257 (practical 10).

Janelle, J.M., Champenoy, J.D., Coombes, S.A., & Mousseau, M.B. (2003). Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition. Journal of Sports Sciences, 21, 825–838 (practical 10).

Latash, M.L. (1999). Mirror writing: Learning, transfer, and implications for internal inverse models. Journal of Motor Behavior, 31, 107–112 (practical 9).

Mononen, K., Viitasalo, J.T., Konttinen, N., & Era, P. (2003). The effects of augmented kinematic feedback on motor skill learning in rifle shooting. Journal of Sports Sciences, 21, 867–876 (practical 11).

Murray, S.R., Udermann, B.E., Mayer, J.M., & Sagendorf, K. (2004). Influence of cup stacking on hand-eye coordination and reaction time of second grade students. Perceptual and Motor Skills, 98, 409–414 (practical 10).

Sekiya, H., Magill, R.A., & Anderson, D.I. (1996). The contextual interference effect in parameter modifications of the same generalized motor program. Research Quarterly for Exercise and Sport, 67, 59–68 (practical 8).

Recommended supplementary readings

Davids, K., Button, C., & Bennett, S. (2008). Dynamics of Skill Acquisition: A Constraints-Led Approach. Champaign IL: Human Kinetics.

Rose, D.J., & Christina, R.W. (2006). A Multilevel Approach to the Study of Motor Control and Learning (2nd ed.). Sydney: Pearson Education.

Schmidt, R.A., & Wrisberg, C.A. (2008). Motor learning and performance: A situation-based learning approach (4th ed.). Champaign IL: Human Kinetics.

Hodges, N.J., Williams, M.A., Hayes, S.J., & Breslin, G. (2007). What is modelled during observational learning? Journal of Sports Sciences, 25, 531– 545.

Russell, D.M., & Newell, K.M. (2007). On no-KR tests in motor learning, retention and transfer. Human Movement Science, 26, 155–173.

McGarry, T., Anderson, D.I., Wallace, S., Hughes, M.D., & Franks, I.M. (2002). Sport competition as a dynamical self-organizing system. Journal of Sports Sciences, 20, 771–781.

Buchanan, J.J., & Horak, F.B. (2001). Transitions in a postural task: do the recruitment and suppression of degrees of freedom stabilize posture? Experimental Brain Research, 139, 482–494.


6 Assessment

Summary of assessment

Item Task activity Weighting (%)

Learning outcomes assessed

1. Oral presentation (allocated week 6, presentation week 12)

15 1, 2

2. Group practical report (due week 10) 20 1, 2

3 Review questions performance (weeks 9–11,13)

10 1, 2

4. Final examination (examination period) 55 1, 2Note: Students must achieve an overall mark of 50% to pass this unit of study. All attendance requirements must be met to be eligible to attain a pass grade in this unit.

Assessment details

Oral presentation

Each student will present an oral presentation in the form of a critical review of a randomly allocated journal article (available on Blackboard) from the motor control and learning literature. The time allocated for each student is 12 minutes (10 minutes presentation and two minutes for questions). A PowerPoint presentation and a one-page summary of the article (made available on Blackboard 48 hours prior to the presentation) are required. Tutor and peer assessment will apply. Attendance is compulsory.

Practical report

Students will complete, analyse and report on practical experiences in groups of three. The reporting will also include completion of discussion questions related to each practical. Each group will meet on at least one occasion per week following the completion of practical data collection (tutorial times) and will submit one practical report that represents the work of the group. Attendance at practical sessions is compulsory.

Text review questions

Students will prepare answers to selected review questions from the prescribed text. Students will be randomly chosen to answer questions in class. Students may elect to challenge, modify or expand on answers provided by nominated students for credit purposes. Attendance at tutorials is compulsory.

Final examination (held in exam period)

A two-hour examination consisting of multiple choice/true-false/fill-in missing word and short answer questions (125 questions total). There will be an emphasis on higher-order reasoning and interpretation examining lecture, text and any required reading materials as advised. Specific practical exercises will not be assessed, but theoretical material covered in practical exercises may also be covered.


Appendix 3: Further supporting documentation required and NUCAP application checklist

Before submitting this application, please ensure that you have completed all the relevant sections in the application and attached any requested documentation. Incomplete applications will be returned and will incur an administrative fee of $600.

Further supporting documentation required:

• Four copies of the student handbook.

• Courseoverview, which includes compulsory units of study and available electives. Please note the unit name, code and unit coordinator for each unit of study.

Additional information required:

• Recognition of prior learning policy and competency mapping when advanced standing is granted for non-university tertiary study as indicated.

• Relevant to Section 2.2.3 in Part A of this document, evidence that the academic unit has recently audited the assessment methodologies within and across unit of studies to ensure that the intended outcomes of each unit and the course will be met. Evidence should be in the form of a one to two page document that outlines the problems identified and the solutions implemented (as relevant to accreditation).

• Relevant to Section 2.2.7 in Part A of this document, evidence that the academic unit has recently audited the course’s continuum of learning. Evidence should be in the form of a 1–2 page document that outlines the problems identified and the solutions implemented (as relevant to accreditation).

Appendix 3: Further supporting documentation required and NUCAP application checklist 127

NUCAP application checklist Payment to be submitted with application.

For an application containing an undergraduate course for accreditation sought at the level exercise and sports science, are Application Sections 1–3 and 5–7 complete?

For an application containing an undergraduate course for accreditation sought at the level of both exercise and sports science and exercise physiology, are Application Sections 1–7 complete?

For an application containing a postgraduate course for accreditation sought at the level of exercise physiology, are Application Sections 1–2 and 4–7 complete?

Has the terms and conditions document been signed by the head of school/discipline and attached to the application?

Have all unit outlines been attached to the application?

Have appendixes A and B (practicum documentation) been attached to the application?

Has the supporting documentation requested above been attached to the application?

Appendix 3: Further supporting documentation required and NUCAP application checklist 128

course report checklist - essa · web viewthe application must be submitted in microsoft (ms) word...

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