General Information
This subject provides students with an advanced understanding of the role that biomechanics plays in sport, health and exercise performance and injury risk, with a particular emphasis on human gait and resistance training as a form of exercise prescription. To achieve the overall aim, a variety of qualitative and quantitative data collection and analysis approaches will be explored to improve practical skills. This approach will challenge students to further develop the ability to select and utilise appropriate data collection and analysis techniques, and apply relevant concepts and principles when interpreting the data to improve physical performance and reduce injury risk for athletic and clinical populations.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: SPEX13-339 Subject title: Advanced Biomechanics of Exercise and Sport Subject level: Undergraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 24) - Weekly Seminar
- Personal Study Hours: x12 (Total hours: 48) - Recommended Study Hours
- Forum: x12 (Total hours: 24) - Weekly Forums
- Sports Lab: x12 (Total hours: 24) - Sports Lab
Attendance and learning activities: -
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
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | SPEX13-339 |
| Subject title: | Advanced Biomechanics of Exercise and Sport |
| Subject level: | Undergraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: |
| 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 |
Enrolment requirements
| Requisites: |
Pre-requisites:Co-requisites:There are no co-requisites |
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| 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:
- Construct and perform relevant qualitative and/or quantitative analyses of human movement.
- Integrate and apply relevant biomechanical, motor control and learning principles when interpreting data obtained during qualitative and/or quantitative analyses in order to assess movement asymmetry, increase performance and minimise injury risk.
- Identify, review and apply the findings of research literature to improve human performance and/or reduce injury risk.
- Describe and apply the principles of biomechanics, functional anatomy and motor control to assess normal and dysfunctional movement patterns that may impact on human performance and/or injury risk in a range of populations.
- Design and develop appropriate practice conditions and exercises to improve and progress human performance and minimise injury risk.
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 Paper-based Examination (Closed) End of Semester Exam 30.00% Final Examination Period 1,2,3,4 Laboratory Report 1st of 2 scaffolded laboratory reports. Feedback provided on the first report is expected to be applied to the second. 15.00% Week 4 1,2,3,4,5 Laboratory Report 2nd of 2 scaffolded laboratory reports. The second is worth more than the first, reflecting the expectation of improvement in quality based on feedback from the first. 4 pages 25.00% Week 8 1,2,3,4,5 Written Report Asymmetry Report - 5 page limit 30.00% Week 11 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.
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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 |
|---|---|---|---|---|
| Paper-based Examination (Closed) | End of Semester Exam | 30.00% | Final Examination Period | 1,2,3,4 |
| Laboratory Report | 1st of 2 scaffolded laboratory reports. Feedback provided on the first report is expected to be applied to the second. | 15.00% | Week 4 | 1,2,3,4,5 |
| Laboratory Report | 2nd of 2 scaffolded laboratory reports. The second is worth more than the first, reflecting the expectation of improvement in quality based on feedback from the first. 4 pages | 25.00% | Week 8 | 1,2,3,4,5 |
| Written Report | Asymmetry Report - 5 page limit | 30.00% | Week 11 | 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.
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.
Additional subject information
Subject curriculum
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Biomechanics Revisions
We start off advanced biomechanics with a quick revision of the key biomechanics principles introduced last year. These principles will be integrated in an applied fashion in all subsequent topics so it is important to be on top of the principles.
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Biomechanics of Gait
The first application of biomechanics will be in the analysis of gait. Qualitative and quantitative approaches to gait analysis will be investigated along with various technologies that are available to assist with gait analysis. Students will use the results from these technologies to build up a comprehensive understanding of walking gait before considering where and how clinical and subclinical issues in gait may arise. During the laboratory students will design and execute a gait analysis over two weeks as the first of the lab book assessment tasks.
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Biomechanics of Jumping
Using a deterministic model, students will decide the most important biomechanical principles and measures required for sucessful jumping. A case study will be used to look at the use of jumping in running athletes and how biomechanical analysis can be used to determine where the movement is failing. Students will integrate their understanding of functional anatomy and motor control and skill acquisition to determine potential approaches for retraining the jumping pattern. The jumping movement will be used to introduce Lombards paradox.
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Biomechanics of Cycling
Building on the paradoxical action of the hamstrings in jumping, cycling will be used to address how the introduction of a machine and constraining the movement can force the muscles to also behave paradoxically. Students will look at how understanding of biomechanics has been used to build e-sport games to enable international online cycling leagues to flourish during the pandemic. The exploration of cycling will finish with some basic free body diagrams looking at the effect of changing the cyclists position on the knee moments.
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Biomechanics of the Knee
The knee is a much more complicated joint than we usually aknowledge. It is the conduit of force from the ground to the rest of the body an vice versa and the most likely point of adjustment to unexpected purtebations. As a result of its movements and its structure, the knee is susceptible to to a range of injuries. Anterior cruciate ligament rupture and osteoarthritis will be used to explore the how biomechanics can be used to understand the mechanism of acute and chronic injury and possible means of prevention.
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Free body diagrams revisited
Free body diagrams will be revisited in the context of changing the position of the load to alter muscular force requiredments and how activities of daily living may be made harder or easier with an understanding of the relationship between force and torque. Muscle electromyography will be used in the laboratory to explore if surrogate measurement of muscle activation can be used to verify an increase in muscle work being performed.
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Biomechanics of Swimming
Students will use their understanding of biomechanical principles, fluid dynamics and the application of biomechanics reasoning, functional anatomy and motor control principles that have been utilised throughout the semester to explore the purpose behind common drills prescribed by swimming coaches. Students are encouraged to consider the stated purpose of the drill and whether their understanding of the way the human body works supports this as an outcome. Students will also consider how the instruction given might change the outcome based on interpretation and consider situations during IPP when they experienced poor or excellent clarity with an instruction given.
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Parathletes
We finish off the semester with a look at parathletes, the classification systems and the implications for parathletes. We will look to integrate knowledge of anatomy, physiology, biomechanics and motor control into understanding the challenges a parathlete may face and coming up with creative ways to address these challenges.