General Information
This subject prepares students to manage complex chronic conditions through precision exercise prescription and advanced clinical reasoning. Building on foundational knowledge, this unit focuses on integrating evidence-based practice with real-world clinical demands, including multimorbidity, polypharmacy, and remote service delivery. Students develop skills to critically appraise guidelines and primary research, translating complex evidence into defensible exercise interventions for metabolic, cardiovascular, respiratory, renal, and cancer-related conditions. The curriculum emphasises safety and adaptability, teaching students to modify prescriptions based on medication interactions, physiological monitoring data, and fluctuating symptoms. A key component of the subject is the use of digital health technologies and telepractice. Students learn to interpret remote monitoring data, make safe escalation decisions, and deliver culturally safe care across diverse settings. This subject ensures graduates are ready to deliver high-quality, adaptive care in a modern, data-driven healthcare environment.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: EXPH12-117 Subject title: Advanced Exercise Physiology 2 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: 24) - Forum
- Tutorial: x12 (Total hours: 24) - Tutorial
- Directed Online Activity: x12 (Total hours: 24) - Activity
- Personal Study Hours: x12 (Total hours: 48) - 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: | EXPH12-117 |
| Subject title: | Advanced Exercise Physiology 2 |
| Subject level: | Undergraduate |
| Semester/Year: | September 2028 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| 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 appraise clinical guidelines and primary research to translate complex evidence into defensible, condition-specific exercise prescriptions for chronic disease management.
- Integrate medical history, medications, and risk markers to formulate adaptive exercise designs for individuals with chronic conditions.
- Critique multi-modal monitoring data sets to determine when to safely escalate or de-escalate exercise, in line with protocols and data governance.
- Design collaborative, interprofessional care plans using structured communication formats that prioritise cultural safety and health equity for diverse client populations.
- Defend clinical reasoning orally by integrating physiological, biomechanical, and behavioural rationales in case-based discussions.
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 Case Study Assessment-to-prescription blueprint from lower-limb case study with clinical findings interpretation, red flags, injury classification, and rehabilitation program with exercise selection, load parameters, and progression criteria. 1,200 words 20.00% Week 6 1, 4 Performance Test Telepractice consultation recording with monitoring data interpretation, escalation decisions with physiological rationale and safety thresholds, and ISBAR handover to general practitioner. 35.00% Week 9 2, 3, 4 Portfolio Integrated case portfolio with condition-specific prescription including principles and medication integration, monitoring framework with safety thresholds, and interprofessional coordination artifacts with handover. 45.00% Week 12 1, 2, 3, 4, 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 |
|---|---|---|---|---|---|
| Case Study | Assessment-to-prescription blueprint from lower-limb case study with clinical findings interpretation, red flags, injury classification, and rehabilitation program with exercise selection, load parameters, and progression criteria. 1,200 words | 20.00% | Week 6 | 1, 4 | |
| Performance Test | Telepractice consultation recording with monitoring data interpretation, escalation decisions with physiological rationale and safety thresholds, and ISBAR handover to general practitioner. | 35.00% | Week 9 | 2, 3, 4 | |
| Portfolio | Integrated case portfolio with condition-specific prescription including principles and medication integration, monitoring framework with safety thresholds, and interprofessional coordination artifacts with handover. | 45.00% | Week 12 | 1, 2, 3, 4, 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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Evidence-Based Practice Foundations
Apply AGREE II criteria and GRADE certainty frameworks to critically appraise clinical practice guidelines, and practice structured bias detection and evidence summarization with risk-benefit communication scripts.
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Metabolic and Cardiovascular Exercise Prescription
Determine evidence-based exercise dosing for diabetes and hypertension with consideration of medication timing effects, and integrate medication-exercise interactions with blood pressure monitoring protocols.
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Chronic Respiratory Conditions Management
Apply interval versus continuous training prescriptions using breathlessness scales and pacing principles, and demonstrate safety decision-making through simulated respiratory client scenarios with escalation protocols.
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Chronic Kidney Disease and Dialysis Exercise Management
Apply exercise prescription modifications based on estimated glomerular filtration rate staging and dialysis timing, and recognize renal-specific red flags with documented clinical decision-making pathways.
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Cancer and Survivorship Exercise Prescription
Address cancer-related fatigue, compromised bone health, and fracture risk through evidence-based exercise prescription, and apply lymphoedema recognition cues and management protocols.
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Mental Health Integration and Behaviour Change
Understand depression and anxiety presentation and psychotropic medication effects on exercise responses, and apply behaviour change strategies including sleep hygiene and motivational interviewing.
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Multimorbidity and Polypharmacy Management
Navigate competing health risks and client-centered outcome prioritization in complex multimorbidity contexts, and map medication interactions to exercise responses while staging short-term and long-term goals.
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Cultural Safety and Access Equity
Apply culturally safe practice principles for First Nations and culturally and linguistically diverse populations, and adapt exercise plans using family-centered approaches with referral pathways to health services.
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Telepractice and Remote Monitoring
Evaluate wearable technologies, digital applications, and telehealth platforms for clinical value, and apply remote data interpretation to make escalation or continuation decisions.
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Interprofessional Service Coordination
Navigate interprofessional care pathways with role clarity to prevent service gaps, and produce standardized ISBAR documentation and advocacy notes with structured communication rehearsal.
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Evidence-to-Practice Translation and Quality Review
Apply evidence synthesis rules and maintain audit trails to translate research findings into clinical practice, and strengthen evidence-to-practice links through peer review of case-based evidence briefs.
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Capstone Integration and Comprehensive Case Management
Integrate evidence-based practice, clinical reasoning, interprofessional collaboration, and safety protocols through whole-case rehearsal, and demonstrate clinical competence through final monitoring selection and oral examination.