Course Outline
SPX121 Exercise Prescription and Programming I
Course Coordinator:Dan van den Hoek (dvandenhoek@usc.edu.au) School:School of Health - Sport and Exercise Science
2026Trimester 2
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to unisc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This course enables you to understand the principles behind exercise prescription and programming, and to gain some of the practical skills in safe and effective lifting technique, with a focus on strength and conditioning. You will be able to identify the principles of exercise, and be introduced to the basic principles of overload, frequency, and intensity. You will understand and identify safety and correct technique in lifting principles.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – Pre-recorded concept videos and associated activity | 2hrs | Week 1 | 12 times |
| Laboratory 1 – On campus laboratory | 2hrs | Week 1 | 12 times |
| Tutorial/Workshop 1 – Online zoom session for review | 2hrs | Week 6 | 2 times |
Course Topics
Principles of exercise prescription and programming, benefits and risks of exercise training, exercise execution, lifting technique and safety, flexibility, range of movement, muscular fitness, and cardiorespiratory fitness.
What level is this course?
100 Level (Introductory)
Engaging with discipline knowledge and skills at
foundational level, broad application of knowledge and skills in familiar
contexts and with support. Limited or no prerequisites. Normally, associated
with the first full-time study year of an undergraduate program.
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Exercise and Sports Science Australia | |
| 1 | Explain exercise prescription and program design decisions using knowledge of human factors influencing participation and performance. | Knowledgeable |
2.2.5, 2.2.8, 3.2.3, 4.2.1, 4.2.1, 4.2.10, 4.2.3, 4.2.6, 7.2.6, 13.2.1, 13.2.5, 13.2.6 |
| 2 | Identify and apply how pre-exercise, risk assessment and movement screening results inform decisions about safe exercise participation and risk management and understand when onward referrals are warranted. | Empowered |
3.2.1, 3.2.3, 3.2.4, 3.2.7, 4.2.2, 4.2.7, 4.2.8, 7.2.1, 7.2.2, 7.2.6, 7.2.7 |
| 3 | Explain and apply the principles of exercise progression in client-centred program design. | Creative and critical thinker |
3.2.3, 4.2.1, 4.2.1, 4.2.10, 4.2.2, 4.2.3, 4.2.5, 5.2.6, 7.2.6, 13.2.6 |
| 4 | Outline and apply safe and effective programming prescription of exercise to suit the needs and abilities of healthy adults and diverse populations allowing consideration of social and cultural determinants of health. | Empowered |
2.2.1, 2.2.2, 3.2.3, 4.2.1, 4.2.1, 4.2.10, 4.2.2, 4.2.3, 12.2.5, 13.2.1 |
| 5 | Recognise and apply ethical and professional conduct in interactions with athletes, coaches, work environments. | Ethical |
1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 7.2.6 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Exercise and Sports Science Australia | |
| 1.2.1 | Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct. |
| 1.2.2 | Practise in accordance with ethically relevant legislation, regulations, and standards that apply to AEPs including privacy, confidentiality, data security, informed consent, and record-keeping. |
| 1.2.3 | Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others. |
| 1.2.4 | Practice with integrity within the scope of training for an Exercise Scientist and the ESSA Code of Professional Conduct and Ethical Practice. |
| 1.2.5 | Distinguish roles of exercise professionals and health professionals within exercise science settings and judge when to refer. |
| 1.2.6 | Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate. |
| 1.2.7 | Practice in accordance with ethically relevant policies, legislation and regulations that apply to exercise science settings including privacy, consent and record keeping. |
| 2.2.5 | Evaluate research findings and apply exercise prescription principles to develop recommendations and interventions, including targeted exercise prescription for the purposes of optimising health status, function, recovery, independence, and participation. |
| 2.2.8 | Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions. |
| 2.2.1 | Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life. |
| 2.2.2 | Examine principles of biopsychosocial care, value-based care, person-centred care and social and cultural determinants of health and apply this to promote health and well-being for individual clients and population groups. |
| 3.2.3 | Design exercise-based interventions to maintain and/or improve health and fitness, wellbeing and performance that consider the physiological responses to acute exercise, and the adaptations to chronic exercise. |
| 3.2.1 | Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients. |
| 3.2.4 | Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions. |
| 3.2.7 | Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals. |
| 4.2.1 | Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health. |
| 4.2.10 | Design and deliver evidence-based, exercise-based interventions and apply behavioural strategies that meet the needs and preferences of clients. |
| 4.2.3 | Analyse a broad range of exercise modalities and select appropriate exercises and equipment to suit the needs and abilities of clients including consideration of social determinants of health. |
| 4.2.6 | Identify and explain the common contraindications for participation in exercise and the associated risks. |
| 4.2.2 | Interpret data obtained during a client assessment to prescribe, deliver and monitor physical activity and exercise-based interventions. |
| 4.2.7 | Identify, interpret, report and take appropriate action regarding adverse signs and symptoms that may arise during exercise, sport and recovery. |
| 4.2.8 | Evaluate and monitor exercise-based interventions to ensure client safety. |
| 4.2.5 | Select and apply learning cues and movement progressions for teaching and correcting movement and exercise technique. |
| 5.2.6 | Analyse and evaluate results from static and dynamic assessments and provide recommendations for exercise prescription. |
| 7.2.6 | Select, develop and conduct appropriate protocols for safe, effective and culturally sensitive assessments including risk management and risk assessment concepts associated with the health and assessment of exercise science. |
| 7.2.1 | Select and apply appropriate assessment procedures, including screening of appropriate social determinants of health, goal setting, obtaining informed consent and a relevant medical history, and performing a pre-exercise risk assessment and understand when onward referrals are warranted. |
| 7.2.2 | Identify and use the common processes and equipment required to conduct accurate and safe health, physical activity and exercise assessments. |
| 7.2.7 | Identify the need for guidance or further information from an appropriate health professional and recognise when medical supervision is required before or during an assessment and when to cease a test. |
| 12.2.5 | Relate the benefits and risks of physical activity and apply evidence-based principles to recommend appropriate levels of physical activity for diverse populations. |
| 13.2.1 | Describe common social determinants of health factors that influence behaviour of health, physical activity and exercise. |
| 13.2.5 | Apply behavioural strategies according to the needs and preferences of the individuals and/or population and their progress towards achieving realistic goals. |
| 13.2.6 | Demonstrate the ability to communicate effectively and respond appropriately to assist clients from diverse populations to change their health and physical activity behaviours. |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in Program AB101, SC304, SC344, SC347, SC110
Co-requisites
Not applicable
Anti-requisites
SPX212
Specific assumed prior knowledge and skills (where applicable)
Not applicable
Microcredential Information
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
This course includes an assessment of a professional competency task deemed necessary to meet the Exercise and Sports Science Australia (ESSA) Professional Standards. Therefore, your attendance and participation in practicals/laboratory’s and tutorials is expected. Feedback will be provided to you during each of your classes and will provide you with support and guidance to become competent in the ESSA Professional Standards addressed in this course. For any work that is missed you will need to demonstrate to your course provider that you have covered the required material. This will usually take the form of a detailed summary and reflection of the directed study activities and practical skills for the missed class or placement.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Quiz/zes | Individual | 20% | 20 multiple choice questions |
Refer to Format | Online Test (Quiz) |
| All | 2 | Practical / Laboratory Skills | Individual | 30% | 30 mins |
Week 4 | In Class |
| All | 3 | Practical / Laboratory Skills | Individual | 50% | 30 min practical |
Refer to Format | In Class |
| All - Assessment Task 1:Quizzes | |||||||
| Goal: | Students will complete fortnightly quizzes to test their knowledge on the importance of screening and assessment procedures (including absolute and relative contraindications to exercise), social and cultural determinants of health and pre-exercise risk assessments with a particular focus on identifying when a client should be referred to another healthcare professional. Quizzes will also facilitate students' comprehension of the theoretical foundations necessary for prescribing exercise tailored to the specific needs and requirements of clients. |
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| Product: | Quiz/zes | ||||||
| Authorship Statement: | |||||||
| Format: | Weeks 5,7,9,11,12. Five online quizzes delivered via Canvas on contemporary issues in prescription and programming based on laboratory activities and learning materials. |
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| Criteria: |
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| Generic Skills: | |||||||
| All - Assessment Task 2:Practical Exam | ||||||||||
| Goal: | Develop and implement exercise assessments informed by health screenings, client goals and objectives, and movement competencies. This assesses their ability to collect a relevant medical history ; perform a pre-exercise screening and risk assessment; conduct a goal setting process; and identify when (or if) onward referral is necessary (e.g., to a GP or allied health professional). Students are also required to conduct interviews with their clients to gather comprehensive information necessary for designing a series of exercise tests. These tests aim to evaluate the clients' current physiological capacity and align with their specific needs and objectives. Students will be assessed on their ability to select and justify appropriate exercise assessments; use assessment data to inform exercise prescription; and monitor and adjust exercise programming based on client goals. |
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| Product: | Practical / Laboratory Skills | |||||||||
| Authorship Statement: | ||||||||||
| Format: | Submission of screening paperwork and the implementation of exercise tests. |
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| Criteria: |
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| Generic Skills: | ||||||||||
| All - Assessment Task 3:Final Practical Exam and Report | ||||||||||||||||
| Goal: | To design and implement an exercise program based off exercise assessment (e.g. exercise prescreening, submax testing, movement competency, strength testing) undertaken in week 4. This is a significant task where you will deliver an exercise program as well as demonstrate and critique exercise technique in a gym setting. This exam is set up in an authentic setting and will enable you to demonstrate safe, effective use of resistance training equipment. You will also submit a report demonstrating your ability to administer a comprehensive screening (including social determinants of health); conduct a goal setting process; obtain informed consent; identify when (or if) referral to a GP or allied health professional is necessary; select appropriate exercise assessments including how they might be adjusted to ensure cultural sensitivity; and design an exercise intervention for a healthy young adult. |
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| Product: | Practical / Laboratory Skills | |||||||||||||||
| Authorship Statement: | ||||||||||||||||
| Format: | Submit: Weeks 11 & 12. 30 minute practical exam in the gym. |
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| Criteria: |
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| Generic Skills: | ||||||||||||||||
Assessment to competency mapping
| Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
|---|---|---|---|---|
| ESSA Accredited Exercise Physiologist Professional Standards 2021 | ||||
| All delivery modes | Practical / Laboratory Skills | Practical Exam | 3.2.3 | Taught, Practiced, Assessed |
| Final Practical Exam and Report | 1.2.1 | Taught, Practiced, Assessed | ||
| 1.2.2 | Taught, Practiced, Assessed | |||
| 1.2.3 | Taught, Practiced, Assessed | |||
| 1.2.6 | Taught, Practiced, Assessed | |||
| 2.2.1 | Taught, Practiced, Assessed | |||
| 2.2.2 | Taught, Practiced, Assessed | |||
| 2.2.5 | Taught, Practiced, Assessed | |||
| 2.2.8 | Taught, Practiced, Assessed | |||
| 3.2.1 | Taught, Practiced, Assessed | |||
| 3.2.3 | Taught, Practiced, Assessed | |||
| 3.2.4 | Taught, Practiced, Assessed | |||
| 3.2.7 | Taught, Practiced, Assessed | |||
| 4.2.1 | Taught, Practiced, Assessed | |||
| 4.2.2 | Taught, Practiced, Assessed | |||
| 4.2.3 | Taught, Practiced, Assessed | |||
| Quiz/zes | Quizzes | 2.2.1 | Taught, Assessed | |
| 2.2.5 | Taught, Practiced, Assessed | |||
| 2.2.8 | Taught, Assessed | |||
| 3.2.1 | Taught, Assessed | |||
| 3.2.4 | Taught, Assessed | |||
| 3.2.7 | Taught, Assessed | |||
| 4.2.1 | Taught, Assessed | |||
| 4.2.3 | Taught, Assessed | |||
| ESSA Accredited Exercise Scientist Professional Standards 2020 | ||||
| All delivery modes | Practical / Laboratory Skills | Practical Exam | 1.2.4 | Taught, Practiced, Assessed |
| 1.2.5 | Taught, Practiced, Assessed | |||
| 1.2.7 | Taught, Practiced, Assessed | |||
| 3.2.3 | Taught, Practiced, Assessed | |||
| 4.2.1 | Taught, Practiced, Assessed | |||
| 4.2.2 | Taught, Practiced, Assessed | |||
| 4.2.3 | Taught, Practiced, Assessed | |||
| 4.2.5 | Taught, Practiced, Assessed | |||
| 4.2.6 | Taught, Practiced, Assessed | |||
| 4.2.7 | Taught, Practiced, Assessed | |||
| 4.2.8 | Taught, Practiced, Assessed | |||
| 4.2.10 | Taught, Practiced, Assessed | |||
| 5.2.6 | Taught, Practiced, Assessed | |||
| 7.2.1 | Taught, Practiced, Assessed | |||
| 7.2.2 | Taught, Practiced, Assessed | |||
| 7.2.6 | Taught, Practiced, Assessed | |||
| 7.2.7 | Taught, Practiced, Assessed | |||
| 12.2.5 | Taught, Practiced, Assessed | |||
| 13.2.1 | Taught, Practiced, Assessed | |||
| 13.2.5 | Taught, Practiced, Assessed | |||
| 13.2.6 | Taught, Practiced, Assessed | |||
| Final Practical Exam and Report | 1.2.4 | Taught, Practiced, Assessed | ||
| 1.2.5 | Taught, Practiced, Assessed | |||
| 1.2.7 | Taught, Practiced, Assessed | |||
| 3.2.3 | Taught, Practiced, Assessed | |||
| 4.2.1 | Taught, Practiced, Assessed | |||
| 4.2.2 | Taught, Practiced, Assessed | |||
| 4.2.3 | Taught, Practiced, Assessed | |||
| 4.2.5 | Taught, Practiced, Assessed | |||
| 4.2.6 | Taught, Practiced, Assessed | |||
| 4.2.7 | Taught, Practiced, Assessed | |||
| 4.2.8 | Taught, Practiced, Assessed | |||
| 4.2.10 | Taught, Practiced, Assessed | |||
| 5.2.6 | Taught, Practiced, Assessed | |||
| 7.2.1 | Taught, Practiced, Assessed | |||
| 7.2.2 | Taught, Practiced, Assessed | |||
| 7.2.6 | Taught, Practiced, Assessed | |||
| 7.2.7 | Taught, Practiced, Assessed | |||
| 12.2.5 | Taught, Practiced, Assessed | |||
| 13.2.1 | Taught, Practiced, Assessed | |||
| 13.2.5 | Taught, Practiced, Assessed | |||
| 13.2.6 | Taught, Practiced, Assessed | |||
| Quiz/zes | Quizzes | 1.2.4 | Taught, Assessed | |
| 1.2.5 | Taught, Assessed | |||
| 1.2.7 | Taught, Assessed | |||
| 3.2.3 | Taught, Assessed | |||
| 4.2.1 | Taught, Assessed | |||
| 4.2.2 | Taught, Assessed | |||
| 4.2.3 | Taught, Assessed | |||
| 4.2.5 | Taught, Assessed | |||
| 4.2.6 | Taught, Assessed | |||
| 4.2.7 | Taught, Assessed | |||
| 4.2.8 | Taught, Assessed | |||
| 4.2.10 | Taught, Assessed | |||
| 5.2.6 | Taught, Assessed | |||
| 7.2.1 | Taught, Assessed | |||
| 7.2.2 | Taught, Assessed | |||
| 7.2.6 | Taught, Assessed | |||
| 7.2.7 | Taught, Assessed | |||
| 13.2.1 | Taught, Assessed | |||
| 13.2.5 | Taught, Assessed | |||
| 13.2.6 | Taught, Assessed | |||
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Schedule
| Period and Topic | Activities |
1 |
Physical activity, sport and exercise. Benefits and risks of exercise and exercise testing. Pre-exercise evaluations for health and performance |
2 |
General principles of exercise prescription and programming |
3 |
Structuring exercise prescription and programming sessions |
4 |
Exercise testing and measurement for flexibility and range of movement |
5 |
Exercise prescription and programming for muscular fitness |
6 |
Exercise prescription and programming for health-related muscular fitness |
7 |
Exercise prescription and programming for performance related muscular fitness |
8 |
Exercise prescription and programming for cardiorespiratory fitness |
9 |
Exercise prescription and programming for health-related cardiorespiratory fitness |
10 |
Exercise prescription and programming practical skill and safety |
11 |
Exercise prescription and programming practical skill and safety |
12 |
Exercise prescription and programming practical skill and safety |
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
You need regular access to the resource(s) below. Many texts are available as ebooks through the Library at no additional cost.
| Required? | Author | Year | Title | Edition | Publisher |
| Recommended | Baechle, T. Earle, R | 2015 | Essentials of Strength and Conditioning | 4th edn | Human Kinetics |
Specific requirements
This course includes an assessment of a professional competency task deemed necessary to meet the Exercise and Sports Science Australia (ESSA) Professional Standards. Therefore, your attendance and participation in practicals/laboratory’s and tutorials is expected. Feedback will be provided to you during each of your classes and will provide you with support and guidance to become competent in the ESSA Professional Standards addressed in this course. For any work that is missed you will need to demonstrate to your course provider that you have covered the required material. This will usually take the form of a detailed summary and reflection of the directed study activities and practical skills for the missed class or placement.
How are risks managed in this course?
Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.
The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
For course-specific questions, contact your teaching staff or Course Coordinator.
For other enquiries or to access support, please contact Student Central: