| Effective Term: | 2026/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Anatomy & Physiology for Human Movement 1 |
| Unit ID: | EXSCI1801 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 010913 |
| Other Change: | |
| Brief description of the Unit |
This unit is one of two units that provide foundational knowledge of human anatomy and physiology. In this unit, the biological basis of human health and the working of the human body will be explored. The major themes of study relate to organisation of the body and explores anatomy and physiology from cells to tissues to organ systems. The unit examines, support and movement, and human physiological processes and their integration and control with particular focus on the maintenance of normal body function. The unit encourages students to demonstrate an application of biological science knowledge. An integrated whole body approach provides inter-professional learning opportunities and allows scrutiny of structural and physiological changes across the lifespan. This unit is open to all health professions for inter-professional learning. Topics include organisation of the human body from chemical and cellular basics to body systems; the maintenance of homeostasis; the structure and function of the musculoskeletal system; the structure and the major integrative functions of the nervous, digestive and metabolic systems. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Describe basic chemical and cellular composition, functions and organisation of the human body and how they contribute to homeostasis, protein synthesis and metabolism under normal conditions; |
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| K2. | Identify and describe micro and macro-level anatomical structures of relevant body systems including the Musculoskeletal, Central and Peripheral Nervous, and Digestive systems of the human body; |
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| K3. | Explain physiological processes and integration of specific body systems including the Musculoskeletal, Central and Peripheral Nervous, Digestive and Metabolic Systems of the human body and how they respond to movement; |
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| K4. | Identify and describe the gross anatomy and surface musculoskeletal structures, including joint complexes, of the human body and their role in human movement; and |
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| K5. | Describe the major anatomical changes during growth and development across the lifespan and how they relate to health and human movement. |
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| Skills: |
| S1. | Relate the concept of homeostasis to physiological processes and the integration of systems to human movement contexts; |
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| S2. | Apply correct anatomical terms to describe anatomical structure, position, movement, body regions, direction, and body planes or sections; and |
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| S3. | Use a variety of resources to be able to locate and describe components of body systems and develop cognitive skills to consolidate and synthesise knowledge. |
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| Application of knowledge and skills: |
| A1. | Establish a foundation of new knowledge and skills in human anatomy and physiology that can be applied to human movement settings; |
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| A2. | Demonstrate and apply relevant anatomical or lay terms when communicating with health or exercise professionals or clients; and |
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| A3. | Make accurate observations of anatomical and physiological structures or events in normal functioning conditions and during human movement. |
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| Unit Content: |
This may include: - Introduction to the Human Body, Organisation and Cavities
- Cells, Tissues and Homeostasis
- Introduction to the Musculoskeletal System: Bone Tissue, Axial and Appendicular Skeleton, Muscle Tissue, Macroscopic and Molecular Structure of skeletal muscle
- Articular System and the structure and function of joints complexes
- Identification of gross and surface anatomical structures of the musculoskeletal and human movement systems.
- Nervous System: Neural Tissue, The Synapse and Transmission
- Central Nervous System: The Brain & Spinal Cord
- Peripheral Nervous System: Somatic Nerves, ANS & Reflexes
- Digestive system: Structural Aspects, Nutrition, Digestive and Metabolic Processes
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | N/A - Not Applicable | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, S1, S2, S3, A1, A2, A3 | Laboratory Session Attendance and Participation: Students attend and actively participate in 90% of scheduled laboratory classes. Active participation can involve undertaking practical activities, analysing scenarios, engaging in class discussion, generating and collating data and completing worksheets to address their competency and comprehension of the work being undertaken. | 90% Laboratory Attendance and Participation. | S/U Hurdle | | 2. | K1, K2, K3, K4, K5 | Lab Manual Completion: In accordance with active participation in lab classes, students are to complete a Lab Manual to display and develop proficiency in study strategies that promote knowledge acquisition and retention. For Flexible Mode Students, this will also involve satisfactory preparation for fortnightly tutorials/workshops. | 90% completion of workbook to a satisfactory standard. | S/U Hurdle | | 3. | K1, K2, K3, K4, K5, S1, S2, S3, A1, A2, A3 | Laboratory and associated online content - Online test or quizzes covering all learning outcomes, completed mid-semester (test) or during semester (quizzes). | Online Test/Online Quizzes | 10-30% | | 4. | K1, K2, K3, K4, K5, S1, S2, S3, A1, A2, A3 | Laboratory and associated online content - practical based exam covering all learning outcomes, completed during the end of semester exam period. | Practical Exam | 30-50% | | 5. | K1, K2, K3, K4, K5, S1, S2, S3, A1, A2, A3 | Laboratory and associated online content - Theoretical-based exam covering all learning outcomes, completed during the end of semester exam period. | Theory Exam | 30-50% |
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