Year
2020
Units
4.5
Contact
1 x 2-hour tutorial weekly
1 x 3-hour practical fortnightly
1 x 30-minute on-line exercises weekly
2 x 30-minute on-line lectures weekly
Prerequisites
1 Admission into BEXS-Bachelor of Exercise Science
1a Admission into BEXSMCEXP-Bachelor of Exercise Science, Master of Clinical Exercise Physiology
2 HLTH1004 - Human Bioscience
3 1 of PHYT2001, HLPE2533
Must Satisfy: ((1 or 1a) and 2 and 3)
Course context
Attainment of ‘First aid and CPR’ certificate is required prior to enrolling in this topic
Assessment
Assignment(s); Examination (30%); Practical work; On-line Quizzes.
Topic description
This topic will introduce students to contemporary theories of motor control and learning as applied to prescription of exercise in exercise science practice. The role of the exercise scientist in improving movement quality will be presented. In addition, an overview of the neurological control of movement will be outlined providing a background for understanding how movement is planned, initiated, executed, and monitored. Students will be provided with background knowledge on the psycho-physiological processes underpinning motor control and skill acquisition and development as a basis for applied exercise science practice in athletes, older adults, children and interdisciplinary rehabilitation settings. The practical component of this topic will concern evidence-based exercise strategies to improve functional exercise capacity especially balance and stability related to falls and injury prevention. Students will be given an opportunity to explore in a practical setting the importance of effective instruction and feedback to optimise skill acquisition and development of exercise related tasks in different sporting and health scenarios.
Educational aims
  1. Apply exercise strategies appropriate for improvement of movement quality in health and applied settings

  2. Use an evidence-based approach to exercise prescription for improvement of movement quality, functional capacity, and performance

  3. Critically evaluate the physiological and cognitive processes underlying motor control and skill acquisition and development of a broad range of movement tasks.
Expected learning outcomes
On completion of this topic students will be expected to be able to:

  1. Critically evaluate the importance of movement quality in health and performance and the role of exercise scientists in applying theoretical models of motor control and skill acquisition and development to improve movement quality in health and sporting scenarios

  2. Apply knowledge of the functional role of major components of the nervous system involved in motor control and skill acquisition

  3. Explain the role of neuromuscular and somatosensory systems in motor control and skill acquisition

  4. Discuss changes in motor function or motor performance that may result from aging, injury and motor skill acquisition

  5. Critically evaluate the common theoretical models of motol control and learning

  6. Critically evaluate the strengths and limitations of techniques used to assess aspects of motor control and and processes of skill acquisition

  7. Analyse how manipulations of practice conditions (i.e. scheduling, instructions, and feedback) can influence skill acquisition and design motor learning environments and protocols to maximise client specific motor control and learning outcomes in health, exercise or sporting contexts

  8. Examine critically the psycho-physiological processes underlying the performance and retention of movement skills in different clinical and sporting scenarios

  9. Use advanced concepts in resistance and functional exercise training to develop individualized exercise programs and report the outcome of training for a clinical or sporting population aimed at improving postural control, balance, and motor skill performance

  10. Conduct neuromuscular, postural, flexibility, and functional tests in health and performance scenarios

  11. Apply appropriate test protocols to imply skill acquisition and development outcomes

  12. Review the stages of learning and use these to provide general directions and strategies for planning training and practice sessions.