Inherent requirements – Bachelor of Exercise Science

This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:

• child protection and safety legislation (including the ability to pass a Working with Children Check)
• criminal history/police checks
• occupational health and safety
• anti-discrimination legislation.

Rationale

Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary in order to reduce the risk of harm to self and others in clinical and related settings; compliance with these professional regulations and the Australian Law ensures students are both responsible and accountable for their practice.

Examples

• Comply with relevant legislation including child protection and safety, work health and safety, and anti-discrimination legislation. For examples of applicable Australian Federal legislations visit https://www.comlaw.gov.au/
• Comply with requirements for safe placement (e.g. valid police check).

This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include:

• complying with academic and non-academic conduct codes and policies, including academic integrity policies
• understanding and complying with professional standards, codes of practice, and guidelines.

Rationale

Compliance with standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with in the many environments of practice is required for the physical, psychological, emotional and spiritual wellbeing of all.

Examples

• Comply with academic and non-academic codes of conduct and professional practice policies:
  • ESSA code
  • VU Student Charter Policy
• Identify and enact relevant applications of these codes and standards, including those relating to plagiarism, informed consent, privacy, confidentiality, and equitable and respectful behaviour in academic and professional settings.

Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. Examples include:

• ability to understand and comply with all relevant workplace health and safety policies and practices 
• ability to identify and respond to alarm systems
• ability to understand and demonstrate compliance with current scope of practice
• ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate.

Rationale

Compliance with current scope of practice, workplace health and safety, infection control considerations and effective and timely response to alarm systems are required to provide safe environments for students, staff and others.

Examples

• Limit task performance to current scope of practice as an exercise science student within the course
• Capability to complete fundamental tasks of an exercise scientist related to scope of practice including exercise assessment, prescription, and delivery, effective client communication, clinical decision making, clinical note taking and record keeping
• Comply with relevant workplace health & safety policies for equipment use and storage
• Remain up to date with first-aid and CPR knowledge and practice
• Management of one's own time and health to allow for fulfilment of all requirements related to study, placements, and activities underpinning the development of graduate capabilities.

This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:

• focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
• ability to reflect and take personal responsibility 
• ability to apply knowledge in practical and theoretical assessment settings.

Knowledge & cognitive

Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning.

Rationale

Understanding and retention of coursework information and the effective processing of this information is required for appropriate, safe and effective delivery of care/practice.

Examples

• Prioritise client safety and effective exercise provision by appropriately applying knowledge of theory, research evidence, policies and procedures in the professional practice setting;
• Appropriately adapt to client responses to assessments and programs to individualise and enhance client care;
• Translate concepts and practical capabilities from the academic setting to professional settings.

Metacognition

Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.

Rationale

Understanding and ongoing learning about oneself as an instrument in client care is required for safe and effective delivery of practice. 

Examples

• Participate as an active learner in both academic and professional settings
• Review the outcome of programs for a client's particular goals and circumstances and then adapt for future clients
• Review and reflect on personal responses and cultural paradigms around client programming challenges, and develop safe, effective and professional client care approaches
• Manage and proactively learn from academic and practicum challenges by self- evaluation
• Reflect on the options, ethical implications, and impact for all the stakeholders in client programming decisions
• Be aware of, and take responsibility for, own personal role as an exercise science student in professional practice environments.

This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). NB: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF). Examples include:

• capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
• producing clear, accurate documentation relating to practical tasks.

Rationale

Client care information can be delivered by many different modes and competent literacy skills for these are essential to provide appropriate, safe and effective delivery of care/practice.

Examples

• Comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
• Interpret written and spoken language to enact verbal directions or documented client programs
• Produce accurate, concise and clear clinical notes and documentation which meets legal requirements.

This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. NB: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF).

Examples include:

• competent reasoning and reliable accuracy with numerical concepts
• ability to perform basic mathematical tasks.

Rationale

Competent reasoning and reliable accuracy with numerical concepts are essential for safe and effective care/practice. 

Examples

• Calculate and apply specific loads/resistances and volumes during exercise delivery
• Accurately recording measurements and quantifiable data in client notes.

Verbal

Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.

Rationale

Effective verbal communication, in English, with clients and University and clinical staff is required for effective learning and to provide safe and effective care.

Examples

• Providing clear verbal instructions to coach client through physical assessments and exercise delivery
• Establishing rapport with clients to optimise exercise outomes for clients
• Comprehending verbal communication and responding appropriately to both health professionals and non-health professionals
• Communicate respectfully and empathically, being mindful of clients' individual circumstances.

Non-verbal

Non-verbal communication skills that enable respectful communication with others.

Rationale

The ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication is essential for safe and effective care. 

Examples

• Recognising cues in a client’s facial expression, appearance, behaviour, posture, or movement
• Empathetically communicating with clients, incorporating non-verbal behaviour that matches the nature of the information
• Consider and reflect on positioning, use of touch, and body language when coaching or delivering exercise.

Written

Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.

Rationale

Effective communication in English text is required to demonstrate applied skills in academic writing conventions and in sustained and organised academic argument and provide safe and effective delivery of care/practice. 

Examples

• Communicate complex academic and clinical perspectives in writing
• Summarise and appropriately reference a range of literature in written assignments
• Use precise and appropriate language to contribute to both handwritten and electronic client records in a time-constrained environment
• Construct reports and programs that align with professional standards.
   

This includes visual, auditory and tactile capacity. NB: Care must be taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments.

Examples include:

• ability to interact with visual inputs sufficiently to manage learning environments
• ability to interact with auditory inputs sufficiently to manage learning environments
• ability to respond to tactile input and provide appropriate tactile interaction.

Visual

Ability to interact with visual inputs sufficiently to manage learning environments.

Rationale

Elements in the working and learning environment are delivered by visual means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice. 

Examples

• Observe and detect subtle changes in a client’s response to exercise assessments and exercise delivery
• Process visual information necessary for accurate assessment of clients which informs appropriate intervention
• Process visual information from monitoring equipment and medical technologies e.g. metabolic carts, oxygen monitors, blood pressure monitors.

Auditory

Ability to interact with auditory inputs sufficiently to manage learning environments.

Rationale

Elements in the learning and working environments are delivered by auditory means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice. 

Examples

• Detect and discriminate changes in blood pressure sounds, pain sounds and breathing sounds
• Accurately undertake blood pressure measurements by auscultation
• Detect and discriminate monitoring alarms, and urgent verbal information for client care
• Follow developing discussions with colleagues and stakeholders for client care decisions.

Tactile

Ability to respond to tactile input and provide tactile interaction.

Rationale

Elements in the learning and working environment are detected and measured by tactile means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice. The appropriate use of touch as a part of effective patient care is also required.

Examples

• Detect changes in skin, muscle tone and joint range of motion
• Detect changes in circulation e.g. temperature of extremities, palpable pulses
• Conduct a physical assessment and detect any anatomical or physiological abnormalities
• Provide client care through appropriate and reassuring touch.

This includes both gross and fine motor ability. NB: Care must be taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include:

• Strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
• Manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course

Gross

Strength, range of motion, coordination and mobility.

Rationale

A wide range of physical client care actions in a time-constrained environment is required to provide safe and effective practice. 

Examples

• Ability to demonstrate a range of exercises and movements for effective service delivery
• Ability to support clients as they undertake exercise and movement (e.g. 'spot' client during lifting of weights, responding quickly if physical assistance is needed)
• Instigate and contribute to emergency life support
• Ability to ascertain relevant information from palpation of a patient's/client's body.

Fine

Manual dexterity and fine motor skills.

Rationale

A wide range of fine-motor manual tasks in a time-constrained environment are required to provide safe and effective practice. 

Examples

• Usage of assessment tools for the evaluation of sensation and joint movements
• Contribute to both handwritten and electronic medical records
• Effectively manipulate small objects, such as blood pressure valves, in the course of client assessment.

This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors. 

Examples include:

• ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement.

Rationale

A range of complex, multi-component or extended client care tasks carried out over a period of time and in a time-constrained environments is required to provide safe and effective practice.

Examples

• Providing consistent exercise assessment and delivery over a negotiated time frame
• Maintaining appropriate time management to provide exercise services to the expected number of clients in a given time frame
• Sustaining study practices and placement performance to sufficiently engage with the learning workload for a study period, and for the degree, within a constrained timeframe
• Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of a client care process e.g., successive and extended client appointments with minimal breaks.

This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. NB: Care must be taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures. Examples include:

• ability to adjust ways of working to work within teams of varied personal and professional backgrounds 
• being receptive and responding appropriately to constructive feedback
• maintaining respectful communication practices in times of increased stressors or workloads
• adjusting to changing circumstances in a way that allows self-care.

Rationale

Behavioural adaptation is required to manage personal emotional responses as an individual and within teams in changing and unpredictable environments, including emergency situations and times of human distress. 

Students will also be required to adapt their behaviour appropriately during times of additional stressors in their own lives, whether this adaptation involves ways of continuing to engage with their role or withdrawing for self-care for a period. 

Examples

• Reflecting on practice and responding appropriately to constructive feedback
• Adjust ways of working within teams of varied personal and professional backgrounds and clinical opinions to facilitate effective client care decisions
• Cope with own emotions and behaviour effectively when dealing with changing responses of individuals and families in the clinical setting
• Maintain respectful communication practices in times of increased stressors or workloads
• Adjust to changing circumstances in a way that allows self-care while maintaining a professional-level focus on the client.