General Information
Behaviour Change and Mental Health Implications equips students to deliver evidence-based interventions for diverse mental health conditions. Integrating the biopsychosocial model with advanced behaviour change theories, the subject addresses complex determinants of adherence and well-being. Students examine pathophysiology and medication effects for conditions including depression, anxiety, psychosis, and disordered eating. A core focus is applying psychological strategies within the AEP scope, developing practical skills in Motivational Interviewing and Cognitive-Behavioural techniques. Through case-based learning, students master trauma-informed, culturally responsive care, learning to interpret screening data and design comprehensive management plans that advocate for exercise as vital to mental health recovery.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: EXPH12-116 Subject title: Behaviour Change and Mental Health Implications Subject level: Undergraduate Semester/Year: September 2028 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 12) - Forum
- Tutorial: x12 (Total hours: 24) - Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Personal Study Hours
Attendance and learning activities: Assessment in the Bachelor of Clinical Exercise Physiology is continuous, involving formative assessments where students gain experience and feedback on key assessed tasks, alongside summative assessments which contribute to your final academic success. Forums, tutorials and laboratories are designed to build sequentially on previous material with an emphasis on the practical application of the theory in laboratory and practicum experiences. Attendance at all forums, tutorials and laboratories is expected. If you are unable to attend a scheduled session due to illness or bereavement it is your responsibility to contact your course convener to discuss catch up opportunities. The laboratory activities introduce you to, and teach you, the application of a range of technologies to aid in assessment, prescription and delivery of exercise which is designed to provide you with the skills necessary to quickly adopt the technology available to you once in the workplace. You will be required to participate in activities as both a client and an allied health professional. All generative AI activities will 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: | EXPH12-116 |
| Subject title: | Behaviour Change and Mental Health Implications |
| Subject level: | Undergraduate |
| Semester/Year: | September 2028 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Assessment in the Bachelor of Clinical Exercise Physiology is continuous, involving formative assessments where students gain experience and feedback on key assessed tasks, alongside summative assessments which contribute to your final academic success. Forums, tutorials and laboratories are designed to build sequentially on previous material with an emphasis on the practical application of the theory in laboratory and practicum experiences. Attendance at all forums, tutorials and laboratories is expected. If you are unable to attend a scheduled session due to illness or bereavement it is your responsibility to contact your course convener to discuss catch up opportunities. The laboratory activities introduce you to, and teach you, the application of a range of technologies to aid in assessment, prescription and delivery of exercise which is designed to provide you with the skills necessary to quickly adopt the technology available to you once in the workplace. You will be required to participate in activities as both a client and an allied health professional. All generative AI activities will 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:
- Critically analyse complex biopsychosocial determinants of exercise behaviour and mental health to inform clinical decision-making.
- Synthesise behaviour change theories and models to design person-centred interventions that optimise adherence and mental health outcomes.
- Demonstrate motivational interviewing and behavioural change strategies to facilitate sustainable lifestyle modifications in clients with mental health conditions.
- Design culturally responsive and trauma-informed exercise interventions that mitigate barriers to participation and promote client self-management.
- Integrate mental health screening and assessment data to justify safe and effective clinical exercise prescriptions for complex presentations.
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.
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Assessment details
Type Task % Timing* Outcomes assessed AI category Computer-aided Test (Closed) Write a brief behaviour change intervention plan for a case scenario 20.00% Week 7 1, 2, 3 Presentation Oral defense of 2000 word exercise intervention plan for a complex mental health case 50.00% Week 11 1, 2, 4, 5 Performance Test Video recording of 20 min simulated mental health clinical consult with written critical reflection. 30.00% Week 12 3, 5 - * 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.
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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 Test (Closed) | Write a brief behaviour change intervention plan for a case scenario | 20.00% | Week 7 | 1, 2, 3 | |
| Presentation | Oral defense of 2000 word exercise intervention plan for a complex mental health case | 50.00% | Week 11 | 1, 2, 4, 5 | |
| Performance Test | Video recording of 20 min simulated mental health clinical consult with written critical reflection. | 30.00% | Week 12 | 3, 5 |
- * 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
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Foundations of Behaviour Change and Professional Scope
Examine the biopsychosocial model and social determinants of health as foundational frameworks, and establish professional boundaries and scope of practice for accredited exercise physiologists working with mental health populations.
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Mental Health Fundamentals and Screening
Explore common mental health conditions including depression, anxiety, psychosis, and substance use disorders, practice administering mental health screening tools, and understand psychotropic medication side effects and their implications.
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Behaviour Change Theories and Research Literacy
Examine Social Cognitive Theory, Transtheoretical Model, and Health Belief Model constructs applied to mental health and exercise behaviour, and develop critical appraisal skills to evaluate behaviour change research quality.
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Advanced Mental Health Conditions – Psychotic Disorders and Substance Use
Understand schizophrenia spectrum disorders and substance use disorders including clinical features, antipsychotic and mood-stabilizer medication effects, and apply structured risk assessment and safety planning protocols.
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Advanced Mental Health Conditions – Disordered Eating and RED-S
Recognise core features and red flags for eating disorders and Relative Energy Deficiency in Sport, apply screening indicators and clinical decision-making frameworks, and establish collaborative communication with dietitians and eating disorder services.
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Cognitive-Behavioural Strategies in Exercise
Apply cognitive-behavioural model concepts including automatic thoughts and behavioural activation to address exercise barriers, and practice implementing thought records, activity scheduling, and SMART goal-setting for symptom management.
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Motivational Interviewing Principles and Practice
Develop Motivational Interviewing spirit and OARS skills to elicit change talk and manage ambivalence about exercise, and apply collaborative communication techniques through structured role-play practice with peer feedback.
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Barriers, Facilitators and Symptom Management
Systematically identify barriers and facilitators to exercise participation in mental health populations, and design symptom-specific management strategies for fatigue, anhedonia, anxiety, and medication side effects.
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Cultural Responsiveness, Trauma-Informed Practice and Equity
Apply First Nations mental health and wellbeing principles, trauma-informed care principles, and LGBTQIA+ inclusion practices, and adapt behaviour change plans to address diverse cultural backgrounds and structural barriers.
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Psychological Skills and Advanced Communication
Integrate psychological skills including breathing strategies, progressive muscle relaxation, and mindfulness to support mental health symptom management, and apply advanced communication techniques for difficult conversations.
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Adherence, Digital Health and Self-Management
Examine predictors of long-term exercise adherence and relapse in mental health populations, apply autonomy support principles to promote self-management, and evaluate digital mental health and exercise tools.
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Professional Practice, Wellbeing and Reflective Development
Consolidate professional identity as a mental health-informed accredited exercise physiologist through advocacy and reflective practice, and develop strategies for practitioner wellbeing including compassion fatigue and burnout prevention.