Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
ANAT100 Anatomical Foundations of Exercise Science , ANAZ100 ANATOMICAL FOUNDATIONS OF EXERCISE SCIENCE
Unit rationale, description and aim
The ability to be able to identify, describe and understand the neuromusculoskeletal structures of the human body is central to exercise science practice. These knowledge and skills are consistent with the professional standards of several accreditation bodies, including those for Exercise Science. This unit provides an introduction to anatomical terminology, and structural neuromusculoskeletal anatomy as a foundation of Exercise Science. It includes surface, gross, systemic, regional, and developmental neuromusculoskeletal anatomy, foundational for understanding exercise, body mechanics, growth, skill development, movement patterns, and implications for health. The aims of this unit are to provide students with an ability to identify, describe and understand the neuromusculoskeletal structures of the human body.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Identify organs of the neuromusculoskeletal system | GC1 |
| LO2 | Classify bones and joints of the appendicular skeleton and describe and demonstrate the types of movement available at each joint | GC1 |
| LO3 | Identify skeletal muscles of the limbs and trunk, describing their attachments and deducing their actions | GC1 |
| LO4 | Demonstrate knowledge of the somatic innervation of skeletal muscles of the appendicular skeleton | GC1 |
Content
Topics will include:
- Introduction to anatomical terminology: anatomical position, planes, movements.
- Osteology: classification of bones by shape, function of bone organs, identification of bone organs and bone markings
- Arthrology: classification of joints by structure and degrees of freedom, identification and classification of joints of the appendicular skeleton
- Myology: classification of skeletal muscles by shape, types of muscle contraction, roles of skeletal muscles
- Muscles of the upper limb: names, attachments, actions, innervation.
- Muscles of the lower limb: names, attachments, actions, innervation.
- Muscles of the trunk (thorax, abdomen, spine, pelvis): names, arrangements, actions, innervation.
Learning and teaching strategy and rationale
Learning and teaching strategies include active learning, case-based learning, individual and group activities, cooperative learning, web-based learning, and reflective/critical thinking activities, delivered over 12 weeks. This range of strategies will provide students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of competency in the ability to identify, describe and understand human anatomy. These strategies will allow students to meet the aim, learning outcomes and graduate attributes of the unit, as well as professional practice standards. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively within group activities.
Further to this, to ensure students are ready to transition from the Diploma and articulate into the second year of undergraduate study, transition pedagogies will be incorporated into the unit as the key point of differentiation from the standard unit. This focuses on an active and engaging approach to learning and teaching practices, and a scaffolded approach to the delivery of curriculum to enhance student learning in a supportive environment. This will ensure that students develop foundation level discipline-based knowledge, skills and attributes, and simultaneously the academic competencies required of students to succeed in this unit.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements.
In line with industry expectations in the field, anatomy curriculum will be assessed through written and practical tasks that require demonstration of key conceptual and theoretical knowledge and the ability to identify anatomical structures. As such, spot tests are used to assess competency in the skills of identifying neuromusculoskeletal structures, and a quiz and a written exam are implemented to assess the student learning of the content. The assessment timing and distribution across the semester is designed to modularise the content to enable the students to focus on their learning during these specific weeks, and to provide timely feedback to guide progression through the unit. The emphasis on the practical application of knowledge through the use of multiple spot tests will build a foundation for students as they move through the curriculum.
Strategies aligned with transition pedagogies will be utilised to facilitate successful completion of the unit assessment tasks. For each assessment, there will be the incorporation of developmentally staged tasks with a focus on a progressive approach to learning. This will be achieved through activities, including regular feedback, particularly early in the unit of study to support their learning; strategies to develop and understand discipline-specific concepts and terminology; in-class practice tasks with integrated feedback; and greater peer-to-peer collaboration.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment 1: Introductory anatomy quiz Enables students to demonstrate their understanding of course content | 10% | LO1, LO2 |
Assessment 2: Upper limb spot test Enables students to demonstrate competency in skills required for professional practice | 30% | LO1, LO2, LO3, LO4 |
Assessment 3: Lower limb and axial skeleton spot test Enables students to demonstrate competency in skills required for professional practice | 30% | LO1, LO2, LO3, LO4 |
Assessment 4: End-of-semester written exam Enables students to demonstrate their understanding of course content | 30% | LO1, LO2, LO3, LO4 |
Representative texts and references
Abrahams P. H., Boon J. M., & Spratt J. D. (2019). McMinn’s clinical atlas of human anatomy (8th ed.). Mosby.
Biel A. (2005). Trail guide to the body: Student handbook. Books of Discovery.
Cael, C. (2010). Functional anatomy (1st ed.). Lippincott Williams and Wilkins.
Levangie P. K., & Norkin C. (2011). Joint structure and function: A comprehensive analysis (5th ed.). FA Davis Company.
Martini, F., Nath, J. L., & Bartholomew, E. F. (2018). Fundamentals of anatomy and physiology (11th ed.). Benjamin/Cummings.
Palastanga N., Field D., & Soames R. (2018). Anatomy and human movement – structure and function (7th ed.) Butterworth Heinemann.
William C. W., & Zernicke R. F. (2008). Biomechanics of musculoskeletal injury (2nd ed.). Human Kinetics.