| Effective Term: | 2025/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Inclusion Through Physical Activity |
| Unit ID: | EXSCI2176 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EXSCI1702) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 092101 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to introduce students to a range of impairments, and different linguistic, cultural, religious and socioeconomic population groups and to understand the factors that influence or provide a barrier to participation in physical activity. The unit is also designed to enable students to identify appropriate support agencies and to develop the capacity to liaise and work effectively with organisations working with people with varying needs through providing the opportunity to analyse, design and evaluate physical activity programs within a practical, community-based setting. |
| 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. | Display knowledge of causes, characteristics and management of specific impairments. |
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| K2. | Discuss the facilitators and barriers that influence participation in physical activity (PA) for people with varying needs. |
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| K3. | Describe the implications of legislation requirements for both education and community based PA programs, relevant to varying population groups. |
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| K4. | Describe the different sporting and recreational opportunities available for people with impairments, and from varying linguistic, cultural, religious and socioeconomic backgrounds. |
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| K5. | Critically appraise appropriate methods for measuring and evaluating skill and health related fitness in a specialist setting. |
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| K6. | Describe communication and behaviour management strategies appropriate to a specialist setting. |
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| Skills: |
| S1. | Critically evaluate activities designed for people with varying needs. |
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| S2. | Develop proficiency in incorporating a program that helps minimise barriers to equity and access. |
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| S3. | Demonstrate communication and behaviour management strategies appropriate to a specialist setting. |
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| S4. | Encourage and accept participation in a cooperative learning environment. |
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| Application of knowledge and skills: |
| A1. | Design, implement and evaluate an inclusive physical activity session, appropriate for an individual or a group with a specified impairment, or from a varying linguistic, cultural, religious or socioeconomic background. |
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| A2. | Communicate and work cooperatively and effectively within a multi-disciplinary team in an external organisation and work directly with people who have an impairment. |
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| Unit Content: |
This may include:
•Appropriate terminology, including impairment, disability, inclusion and integration.
•Behaviour management
•Working in the specialist setting
•May include, but not limited to, the following population groups: Appropriate terminology, including impairment, disability, inclusion and integration. Behaviour management Working in the specialist setting Emotional and behavioural disorders Intellectual disabilities & learning disabilities Sensory disabilities visual and hearing Motor & spinal cord impairments Wheelchair sport Les autre impairment Linguistically, culturally and religiously diverse Socioeconomic status
•Participation in physical activity: barriers to participation, access & equity; Disability Discrimination Act; attitudes and attitude changes; integration versus segregation; & classification in sport.
•Frameworks for assessment and planning of physical activity.
•Programs and services for people with varying needs. |
| 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 2 - Student demonstrates some independence within provided guidelines | 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. | Level 2 - Student demonstrates some independence within provided guidelines | 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. | N/A - Not Applicable | 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. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K4, K5, S2, S3, S4, A2 |
Attendance and active participation in tutorials to complete formative assessments of practical skills. |
At least 90% attendance and participation in practical sessions required to satisfy ongoing formative assessments |
S/U |
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| 2. |
K1, K2, K5, K6, S1, S2, S3, S4, A1, A2 |
Develop, manage and evaluate a physical activity program designed for a person with varying needs, in several parts. This may be conducted in groups. |
Written report and presentation |
30-50% |
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| 3. |
K3, K4, K6, S3 |
Reflective report based on experiences working with people with varying needs |
Self-reflection report |
20-40% |
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| 4. |
K1, K2, K3, K4, K5, K6 |
Review of course material including weekly readings. |
Test |
30-50% |
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