General Information
This subject aims to develop understanding of the interaction of the neuromuscular and skeletal system and how they lead to complex movements. Students will undertake activities to facilitate their learning to describe the shape, location and action of muscles, how joint shape influences movement, how movement causes the anatomical structures to adapt, and how anatomical structures influence sport performance and activities of daily living.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: SPEX11-113 Subject title: Functional Anatomy Subject level: Undergraduate Semester/Year: May 2021 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Seminar: x12 (Total hours: 24) - Weekly Workshop
- Sports Lab: x12 (Total hours: 24) - Sports Lab
- Personal Study Hours: x12 (Total hours: 48) - Recommended Study Hours
Attendance and learning activities: -
Resources
Prescribed resources: Books
- Floyd, R. T., & Thompson, C. W (2020). Manual of Structural Kinesiology. 21st ed, McGraw-Hill Education
Others
- Neumann, D.A. (2017). Kinesiology of the musculoskeletal system: Foundations for rehabilitation. Elsevier
- Oatis, C.A. (2009). Kinesiology: The mechanics and pathomechanics of human movement. Lippincott, Williams & Wilkins
- Delavier, F. (2010). Strength Training Anatomy. Human Kinetics
- Sims, S.T. & Yeager, S. (2016). Roar: How to match your foos and fitness to your female physiology for optimum performance, Great Health and a strong lean body for life.. Rodale
- VisibleBody. Available at: https://www.visiblebody.com
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture 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
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | SPEX11-113 |
| Subject title: | Functional Anatomy |
| Subject level: | Undergraduate |
| Semester/Year: | May 2021 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture 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 |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| 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:
- Identify and apply the components of the neuromuscular system and principles of kinesiology to individual joint complexes as they relate to movement, stability and posture.
- Analyse movement during prescribed exercises to identify the muscles that act to produce and control a movement of a particular joint.
- Apply the principles of anatomy and physiology to analyse the adaptive process of the neuro-musculoskeletal system with respect to exercise, injury, immobility and aging.
- Choose and conduct movement, anthropometric, body composition, flexibility and posture analyses appropriate to the client (including injured, disabled and aged clients) and their goals (including sports, talent identification, exercise for health and activities of daily living).
- Prescribe an exercise program based on movement, anthropometric flexibility and posture analyses.
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 *Online Quiz iLearn anatomy test 10.00% Week 6 1 *Video Assignment iLearn video Assignment 20.00% Week 8 1 *Online Quiz iLearn video guided quiz Movement assessment 35.00% Week 10 2 Case Analysis Critical analysis 35.00% Week 12 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.
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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 |
|---|---|---|---|---|
| *Online Quiz | iLearn anatomy test | 10.00% | Week 6 | 1 |
| *Video Assignment | iLearn video Assignment | 20.00% | Week 8 | 1 |
| *Online Quiz | iLearn video guided quiz Movement assessment | 35.00% | Week 10 | 2 |
| Case Analysis | Critical analysis | 35.00% | Week 12 | 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.
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
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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Functional Anatomy Introduction
This topic will introduce you to anatomy looking at terminology Osteo- and Arthrokinematics, lever systems and tips for studying and learning function anatomy. Emphasis on the structure function relationship and it's importance for understanding movement.
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Functional anatomy of the Axial Skeleton: Spine / Trunk and Posture
Starting with the spine and pelvis we will investigate the bones that make up the axial skeleton, investigating the joints and how they provide the specific movement and stability of the axial skeleton. We will add the musculature in order to understand how the muscles, ligaments, joints and rigid structures work together to produce functional movements and where movement may break down.
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Functional anatomy of the Lower Limb: Hip / Pelvis
Moving down the body we will investigate the integration of the axial skeleton with the apendicular skeleton via the pelvis. Particular focus will look at the shape of the hip joint and the structures which allow it to function as a stable but highly mobile joint. We will add the key musculature in order to understand how the muscles, ligaments, joints and rigid structures work together to produce functional movements and where movement may break down.
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Functional anatomy of the Lower Limb: Knee
We will then progress to the knee joint with its unique structural characteristics which allows it to bear extreme loads. We will add the key musculature in order to understand how the muscles, ligaments, joints and rigid structures work together to produce functional movements and where movement may break down.
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Functional anatomy of the Lower Limb: Ankle / Foot
The ankle and foot provide the final collection of joints which permit a variety of movements unique to humans. We will add the key musculature in order to understand how the muscles, ligaments, joints and rigid structures work together to produce functional movements and where movement may break down.
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Functional anatomy of the Upper Limb: Shoulder
Progressing on to the shoulder, our most mobile but least stable joint and the vast array of movements it allows. We will add the key musculature in order to understand how the muscles, ligaments, joints and rigid structures work together to produce functional movements and where movement may break down.
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Functional anatomy of the Upper Limb: Elbow / Wrist / Hand
We will complete our investigation of the skeletal system and its relationship with the neuromuscular system with the lower arm including the elbow wrist and hands. Again the unique structure of the joints and their interrelationship with the muscular system allow for a wide variety of tasks to be performed from fine motor to high strength tasks.
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Torso and thoracolumbar fascia
Finally we look at the ribs and breathing mechanics in order to understand how breathing can impact on function before investigating the 'Core', which muscles make up the core, the importance of the pelvic floor and diaphragm in 'core' control and how the entire body is linked via the network of connective tissue known as the thoracolumbar fascia.
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Nervous System
In this topic we take a brief look at the anatomy of the Nervous system and how voluntary movement is controlled, the complexity of information that needs to be integrated in order to plan and successfully execute a movement.
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Endocrine control
While nervous control of the musculoskeletal system is generally well appreciated we also need to have an understanding of the endocrine system and how this slower method of message delivery is fundamental in the adapatation of the musculoskeletal system. We will look specifically at testosterone and thyroid hormone and some of the mechanisms of action of these hormones in the neuromusculoskeletal system.
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Neuromuscular determinants of force
In this topic we look at how the structure of the muscle itself influences the amount of force it can produce, and the speed at which it can contract.
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Adapatation
In this topic we look specifically at adapatation of the neuromusculoskeletal system, how specific stimulus leads to specific adaptation, the acute and chronic adapatations that are associated with exercising and the effects of unloading.
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Functional Anatomy across the lifespan
In this topic we consolidate everything we have learned and look at how anatomy may differ and influence prescription at various milestones throughout the lifespan. We look specifically at children and adolescence and aging. The female athlete will be introduced looking at the hormone cycle and how that influences adapatation and performance.