General Information
This subject provides a comprehensive understanding of the gross anatomy, function, and integration of the neuro-musculoskeletal system, establishing the foundation for clinical exercise physiology practice. Students will explore the regional anatomy and mechanics of the neck, trunk and extremities, investigating key topics that include tissue organisation, biomechanical properties, peripheral nerve innervation and function of muscle groups. Through practical exposure to prosected human material, medical imaging, and surface anatomy techniques, students will master structural identification, which underpins the analysis of human movement, enabling them to evaluate the influence of ageing, exercise, immobilisation, and injury on movement and predict functional deficits across the lifespan.
-
Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: EXPH11-104 Subject title: Musculoskeletal Anatomy Subject level: Undergraduate Semester/Year: May 2027 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 12) - Forum 1
- Forum: x12 (Total hours: 12) - Forum 2
- Tutorial: x11 (Total hours: 11) - Case-based learning tutorial
- Anatomy lab: x11 (Total hours: 27.5) - Practical, anatomy laboratory featuring wet specimens.
- Personal Study Hours: x12 (Total hours: 57.5) - Personal Study Hours
Attendance and learning activities: Attendance at all forums, tutorials, and practical laboratory sessions is expected and will directly support your academic success. This subject is designed as an integrated learning journey each week in which there are 2 hours of forum content, a 1 hour tutorial, and a hands-on anatomy laboratory session that build sequentially. Attendance in tutorials and labs will be recorded and students unable to attend due to illness must provide a valid medical certificate. As teaching occurs at both the Bond Institute of Health and Sport and the Robina campus, you must arrange your own transport between sites. A core component of your learning and assessment involves direct engagement with human donor material, providing an authentic understanding of structural anatomy. Furthermore, you will be required to participate in surface anatomy and palpation activities on your peers and on simulated patients, which are essential for developing clinical assessment skills. These experiences are supported by state-of-the-art resources including virtual and augmented reality, Elsevier’s Student Hub (Clinical Key Student, Complete Anatomy, Osmosis), and the Quitch gamification app. All generative AI learning and assessment activities should be conducted via the University’s preferred platform or as directed by the subject coordinator. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | EXPH11-104 |
| Subject title: | Musculoskeletal Anatomy |
| Subject level: | Undergraduate |
| Semester/Year: | May 2027 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all forums, tutorials, and practical laboratory sessions is expected and will directly support your academic success. This subject is designed as an integrated learning journey each week in which there are 2 hours of forum content, a 1 hour tutorial, and a hands-on anatomy laboratory session that build sequentially. Attendance in tutorials and labs will be recorded and students unable to attend due to illness must provide a valid medical certificate. As teaching occurs at both the Bond Institute of Health and Sport and the Robina campus, you must arrange your own transport between sites. A core component of your learning and assessment involves direct engagement with human donor material, providing an authentic understanding of structural anatomy. Furthermore, you will be required to participate in surface anatomy and palpation activities on your peers and on simulated patients, which are essential for developing clinical assessment skills. These experiences are supported by state-of-the-art resources including virtual and augmented reality, Elsevier’s Student Hub (Clinical Key Student, Complete Anatomy, Osmosis), and the Quitch gamification app. All generative AI learning and assessment activities should be conducted via the University’s preferred platform or as directed by the subject coordinator. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Pre-requisites:Co-requisites:There are no co-requisites |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Explain the role of the musculoskeletal system, including neurological and non-muscular components, and the effect of internal and external forces applied to these structures throughout movement.
- Identify the major anatomical structures of the musculoskeletal system, including bony segments, joint-related connective tissue structures, skeletal muscles and neurovasculature, using various modes of representation.
- Locate and palpate surface anatomical landmarks and soft tissue structures to support anthropometric measurements and functional assessments.
- Analyse normal human movements and static posture to determine the contribution of joint mechanics, muscle activation patterns and lever systems.
- Evaluate the functional implications of structural changes associated with movement, due to deconditioning, ageing, and injuries.
- Explain the influence of growth, maturation, and development stages of the musculoskeletal system on the normal structural integrity and joint mechanics across the human lifespan.
- Proficiently communicate anatomical concepts using correct medical terminology and nomenclature to facilitate effective interprofessional practice.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
-
Assessment details
Type Task % Timing* Outcomes assessed AI category Computer-Aided Examination (Closed) End of Semester Exam 35.00% Final Examination Period 1, 2, 4, 5, 6 Performance Test Students must physically palpate landmarks on a simulated patient, while explaining the anatomical rationale. Week 1-4 content will b examined. 15.00% Week 5 2, 3, 7 Creative Piece§ In groups, students will create a 4-minute video focusing on the functional anatomy of a single major joint injury, or condition, covered in Weeks 1-6. The video must clearly explain the joint's healthy function and the predictable impairment following damage to a specific structure. 25.00% Week 9 1, 2, 4, 5, 7 Performance Test Practical-based 'Spotter' test, comprising 25-30 stations, conducted in the Anatomy Laboratory, assessing weeks 1-12 content. 25.00% Week 13 2, 3, 6 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
-
Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed | AI category |
|---|---|---|---|---|---|
| Computer-Aided Examination (Closed) | End of Semester Exam | 35.00% | Final Examination Period | 1, 2, 4, 5, 6 | |
| Performance Test | Students must physically palpate landmarks on a simulated patient, while explaining the anatomical rationale. Week 1-4 content will b examined. | 15.00% | Week 5 | 2, 3, 7 | |
| Creative Piece§ | In groups, students will create a 4-minute video focusing on the functional anatomy of a single major joint injury, or condition, covered in Weeks 1-6. The video must clearly explain the joint's healthy function and the predictable impairment following damage to a specific structure. | 25.00% | Week 9 | 1, 2, 4, 5, 7 | |
| Performance Test | Practical-based 'Spotter' test, comprising 25-30 stations, conducted in the Anatomy Laboratory, assessing weeks 1-12 content. | 25.00% | Week 13 | 2, 3, 6 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Subject curriculum
-
Head, Neck and Spine
Students examine the osteology, arthrology and musculature of the head, neck and cervical spine. Learning focuses on posture, temporomandibular joint mechanics and common clinical presentations such as headaches and neck pain. Practical sessions emphasise consolidation using human donor material, surface anatomy, cervical range of motion assessment, and exposure to modern postural challenges.
-
Upper Limb: Shoulder Complex and Arm
Students explore the complex anatomy of the shoulder girdle and arm, with an emphasis on the relationship between mobility and stability. Learning focuses on the osteology, arthrology and musculature of the axio-appendicular, scapulohumeral and brachial regions. Students apply anatomical knowledge to common clinical scenarios, including shoulder dislocation and rotator cuff pathology.
-
Upper Limb: Elbow, Wrist and Hand
Content of the upper limb continues this week, focusing on the anatomy of the elbow, wrist and hand joints. Students examine the osteology, arthrology and muscular contributions of each region. Case-based learning explores the anatomical basis of overuse injuries and tendon pathology, while practical sessions develop understanding of forearm and hand surface anatomy.
-
Upper Limb: Neurovascular Anatomy
This week focuses on the brachial plexus, peripheral nerves and vascular structures (arteries and veins) of the upper limb. Students integrate structural anatomy with clinical relevance to understand presentations of nerve injury, sensory disturbance and motor dysfunction.
-
Trunk (Thorax and Spine) and Pelvis
Students examine the osteology, arthrology and musculature of the trunk and pelvis. Learning highlights include revision of the vertebral column, muscles of the abdominal wall and back, and their roles in posture and load transfer. Clinical applications include upper limb peripheral nerve injury and the functional implications for movement, stability and exercise prescription.
-
Lower Limb: Introduction to the Hip and Knee
This week consolidates learning from the upper limb and trunk through structured review and practical revision. Students then commence study of the hip and knee joints, exploring their anatomical design and functional role in movement.
-
Lower Limb: Muscles of Hip; Osteology and arthrology of Ankle and Foot
Students build on their osteological knowledge to examine the muscles of the gluteal region, muscles acting on the hip joint, and the compartments of the thigh. Students are also introduced to the anatomy of the ankle and foot joints, with a focus on osteology, arthrology and range of motion. Learning is applied to clinical cases including total hip replacement and anterior cruciate ligament injury.
-
Lower Limb: Muscles of the Leg and Lumbosacral Plexus
Students extend their knowledge of the ankle and foot, emphasising joint stability and functional biomechanics. Content includes the muscles of the leg and foot, their actions at the ankle and foot joints, and the organisation of the lumbosacral plexus, including the course and function of peripheral nerves of the lower limb.
-
Lower Limb: Neurovascular Anatomy and Gait
Students revise the vascular supply and drainage of the lower limb and examine the clinical presentations associated with peripheral neuropathies. Learning integrates anatomy with gait analysis, focusing on common deviations such as Trendelenburg gait and foot drop. Practical sessions reinforce surface and regional anatomy within the context of functional walking patterns.
-
Posture, Adaptive Changes and Medical Imaging
This week focuses on static and dynamic postural assessment and introduces multi-joint movement analysis. Students apply anatomical knowledge to functional tasks such as squats and lunges. Practical sessions introduce clinical imaging modalities to support anatomical identification and clinical interpretation.
-
Integration and Assessment Preparation
The final week integrates musculoskeletal, neural and biomechanical concepts to support applied movement analysis. Students consolidate practical skills and applied reasoning through guided revision, clinical case studies and open laboratory practice. Emphasis is placed on synthesising anatomical knowledge to support assessment readiness.