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Exercise Science Standards Mapping Report

OUTLINES REVISIONS MADE IN DEVELOPING THE ESSA EXERCISE SCIENCE STANDARDS 2013 AND COMPARISONS WITH THE ES CRITERIA

APRIL 2017

1 | P a g e Exercise Science Standards Mapping Report

Exercise Science Standards Mapping Report

Contents Exercise Science Standards Mapping Report ........................................................................................ 1

Preface ................................................................................................................................................ 1

Introduction ........................................................................................................................................ 2

Updates to ES Standards document ................................................................................................... 3

Bloom’s Taxonomy .......................................................................................................................... 3

Document Structure........................................................................................................................ 4

Mapping Summary .......................................................................................................................... 5

Study Area 1: Biomechanics ............................................................................................................ 6

Study area 2: Exercise Delivery ....................................................................................................... 7

Study area 3: Exercise Physiology ................................................................................................... 8

Study area 4: Exercise Prescription ................................................................................................. 9

Study area 5: Functional Anatomy .................................................................................................. 9

Study area 6: Growth and Development ...................................................................................... 10

Study area 7: Health, Exercise and Sport Assessment .................................................................. 11

Study area 8: Health, Exercise and Sport Psychology ................................................................... 11

Study area 9: Human Anatomy ..................................................................................................... 12

Study Area 10: Human Physiology ................................................................................................ 12

Study area 11: Motor Control and Learning ................................................................................. 13

Study area 12: Nutrition ................................................................................................................ 13

Study area 13: Physical Activity and Health .................................................................................. 14

Study area 14: Professional Practice ............................................................................................. 15

Study area 15: Research Methods and Statistics .......................................................................... 15

Implications for current course accreditation .................................................................................. 15

Implications for future course accreditations ................................................................................... 16

Conclusion ......................................................................................................................................... 16

Useful Links ................................................................................................................................... 16

Appendix 1 - Exercise Science Criteria .......................................................................................... 17

Appendix 2- Definitions from Exercise Science Criteria ................................................................ 29

Appendix 3- ES Criteria Terminology Alignment with Bloom’s Taxonomy ................................... 30

Preface This report summarises the key changes made in developing the revised Exercise Science Standards

approved by the Exercise and Sports Science Australia (ESSA) National Board in 2013.


This report is provided for ESSA stakeholders to understand the revisions to the Exercise Science

Standards, and for education providers in particular to consider in developing curriculum that is

compliant with the Exercise Science Standards.

This report will outline key differences between the Exercise Science Standards and the previous

version of the Exercise Science Criteria and other considerations in understanding the goals of the

revised Exercise Science Standards.

Introduction The Exercise Science (ES) Standards are based on the minimum knowledge, skill and professional

requirements of graduates working in all areas of exercise science.

Development of this version of the Exercise Science Standards commenced in 2011 following

completion of the Australian Learning and Teaching Council report on the exercise science

qualification. This was an initiative of the Australian Government Department of Education,

Employment and Workplace Relations.

The ESSA Board met with key industry stakeholders and formed a set 15 study areas as the basis of

new Exercise Science Standards. The Exercise Science Advisory Group (ESAG) were then tasked with

developing a revised set of study areas based on the standards. The ESSA National Board approved

the Exercise Science (ES) Standards for release in 2013.

Following finalisation of the ES Standards, the Exercise Science Implementation Group (ESIG), was

formed in 2013. The focus of this group was to provide direction and to assist the Accreditation

Advisory Council with the implementation and operationalisation of the ES Standards into a

framework for course accreditation and individual applications for exercise science membership with

ESSA. A set of recommendations were developed in terms of course accreditation and provided to the

Accreditation Advisory Council.

In 2016 ESSA implemented a constitution change that separated the membership and accreditation

functions of ESSA, which led to the exercise science membership category being dissolved. Exercise

science was moved into the accreditation arm of ESSA, resulting in the new accreditation of Accredited

Exercise Scientist (AES).

There are currently two pathways for a graduate to gain accreditation in Exercise Science. Course

accreditation is gained by ESSA assessing a submitted course of study against ESSA’s requirements for

accreditation. Graduates of courses accredited by ESSA to the level of exercise science are able to

obtain accreditation as an AES upon submission of their AES application to ESSA. Graduates who have

not completed an accredited course may still gain accreditation by meeting the individual pathway

requirements. This pathway is available to graduates of a minimum AQF Level 7 qualification

(Bachelor’s degree) who are able to satisfy the ESSA ES Standards, including 140 hours of practicum

experience. The new ES Standards replaced the Exercise Science Criteria for the individual pathway at

the beginning of 2016 to align with the change to AES.

Individuals must hold exercise science accreditation (and previously membership) as a requirement to

be eligible for other ESSA accreditations, including that of Accredited Exercise Physiologist (AEP) and

Accredited Sport Scientist (ASpS).

For the purposes of this report, the previous criteria will be referred to as the Exercise Science Criteria.

This reflects the language used within the NUCAP Policies and Procedures document and application

forms for individuals during the period prior to 2016. The document approved in 2013 will be referred


to as the ES Standards. The translation framework created by ESIG will be referred to as the ES

Assessment Matrix.

In developing this report, a gap analysis was performed by directly comparing the ES Criteria and ES Standards against each other. Where significant changes were identified, key reference documents were reviewed to determine if a rationale had been provided. These documents included the Bloom’s taxonomy of educational objectives; and correspondence between key stakeholders involved in developing the ES Standards and ES Assessment Matrix.

Updates to ES Standards document The ESAG identified a number of areas to address in revising the ES Criteria, with the main goal to

move away from a prescriptive set of criteria to a set of elements that could be embedded in

curriculum in a flexible way.

To complete the review, each member of the ESAG took responsibility for a study area, and oversaw

a working group who developed the draft elements.

The ESAG initially considered that the study areas could be separated into foundational and vocational

topics. Figure 1 outlines this separation.

Figure 1 Foundational/Vocational Exercise Science Study Areas

Foundational Area of Study Vocational Area of Study

Human Physiology Health, Exercise and Sports Assessment

Human Structural Anatomy Exercise Prescription and Programming

Functional Anatomy Exercise Delivery

Biomechanics Professional Practice

Exercise Physiology

Motor Control and Learning

Health, Exercise and Sport Psychology

Physical activity and health

Research Methods and Statistics

Growth and Development*

Nutrition*

In planning the review ESAG originally considered that each study area would represent approximately

one full-time equivalent (FTE) unit of study, with the exception of Growth & Development and

Nutrition as approximately equivalent to 0.5 FTE unit of study.

Bloom’s Taxonomy The ES Standards have been written using the Bloom’s taxonomy*, a pedagogical framework which

provides a framework for curriculum/syllabus development. Together, the Bloom’s learning domains

and the levels and verbs within the domains provide detailed guidance to education providers as to

the expected level of competency to be achieved, and appropriate activities which can be used to

demonstrate competency.

*Please note the Bloom’s taxonomy referenced is the original, as the revised taxonomy includes

domains (i.e. ‘Create’) that were not considered to be applicable to the AEP industry.

The ESAG included a pedagogy expert as a member, who suggested the Bloom's framework as a way

to organise the breadth and depth of competency expected of graduates.


The Blooms taxonomy is divided into cognitive, affective and psychomotor domains. For the purposes

of this review, these domains can be broadly defined as below:

Cognitive: about knowing; it would generally be expected that this area spans theory at its lower levels

(knowledge, comprehension) through to application in the middle and development of clinical

judgement at the higher levels (analysis, synthesis and judgement)

Affective: about attitudes, feelings; it would generally be expected that this domain would require

working with a real/simulated client e.g. responding (to client)

Psychomotor: about doing; it would generally be expected that this domain would require working

with a real/simulated client, i.e. skilled movement (e.g. use), and non-discursive communication e.g.

interpret (information, body language)

NB. The ES Standards Glossary provides full definitions for all Bloom’s verbs used in the document.

The ability to draw direct comparisons between the ES Criteria (which does not appear to have used

any formal frameworks) and the ES Standards in this context is somewhat limited. For the purposes of

this report, dictionary definitions (online) for the terms in the ES Criteria were used in the gap analysis.

Document Structure The ES Standards are considered the minimum requirements for working safely and effectively in the

field of exercise and sports science. The document describes a suite of professional elements that have

been organised into areas of study, which overall is a similar structure to the organisation of study

areas in the ES Criteria.

The ESAG specifically developed the document with the goal to provide a curriculum framework for

higher education providers. In developing the revised document, the ESAG benchmarked professional

standards such as those for Australian Physiotherapy Association and Dietetics Association of

Australia.

A key difference to note is the title change to ES Standards, as this outlines the key purpose of the

document. The ES Criteria were a list of prescriptive criteria that had to be gained (i.e. input system),

where the ES Standards refer to what a graduate can do (i.e. an output system).

The standards elements are therefore broad statements relating to competencies achieved by

graduates, and thus allows flexibility for education providers and students in how this can be

demonstrated. The move away from a checklist of knowledge and application of skills also builds a

degree of future-proofing into the accreditation system and for individual graduates that accounts for

minor changes in best practice guidelines.

The ES Criteria consisted of 15 study areas, which followed a curriculum progression structure of core

areas of study, core sub-discipline areas of study and additional areas of study. Figure 2 summarises

the Exercise Science Criteria Study Areas.

Figure 2 Exercise Science Criteria Study Areas

Core Areas of Study Structural and functional anatomy Human physiology Psychology/psychosocial/behavioural studies Research methods and statistics

Core Sub-Discipline Areas of Study Exercise Physiology Biomechanics


Sport and Exercise Psychology Motor Control/Motor Learning/Skill Acquisition *2 advanced units of study

Additional Areas of Study Human Growth, Development & Ageing Exercise, Health and Disease Health, Fitness and Performance Assessment Exercise Programming and Prescription Nutrition, Health and Body Composition

*An advanced unit of study was defined as a unit of study that has a pre-requisite unit of study within

the same suite of units and sub-discipline area, but it cannot be a co-requisite unit.

The Core Areas of Study did not contain any criteria, instead requiring the equivalent of one full-time

equivalent unit of study.

In comparison, the Exercise Science Standards consist of 15 study areas, organised in alphabetical

order, each consisting of a set of elements.

Mapping Summary In general, the key concepts included in the ES Criteria remain within the ES Standards. The focus of

the ES Criteria was the ability to gain knowledge of specific principles and then demonstrate

application of that knowledge. As reflected in the document structure change to competency

statements the Standards take a broad, holistic approach with a client-centred focus. The abilities of

the graduate therefore relate to application of principles in a range of health, exercise and sporting

contexts and environments, with assessments focusing on demonstration of appropriate evaluation

and implementation activities.

Key points identified in the mapping process to note include:

Addition of a Graduate Attributes section at the beginning of the document

Guiding Principles within the study areas aligns with the summary statement at the start of

each ES Criteria

Addition of Assessment Expectations within each study area that outlines the types of

assessments that would demonstrate competency, and key topics or skills that must be

assessed

Elements of graduate outcomes align with the knowledge and skills sections of each study

area

The overall alignment of the ES Standards to the ES Criteria is outlined in Figure 3 below.

Figure 3 Alignment of ES Standards to ES Criteria

ES Standard ES Criteria

1 Area 2

2 Area 8

3 Area 1

4 Area 8

5 Core subject: Structural and functional anatomy; Area 2

6 Area 5

7 Area 7

8 Area 3


9 Core subject: Structural and functional anatomy

10 Core subject: Human Physiology

11 Area 4

12 Area 9

13 Area 6

14 New standalone domain

15 Core subject: Research methods and statistics

Key differences identified in reviewing the ES Standards against the ES Criteria include:

Removal of a basic psychological unit as a core requirement

Removal of two advanced units as a core requirement

Addition of a professional practice standard

Exercise programming and prescription study area criteria have been separated into an

Exercise Prescription and Exercise Delivery standard

Exercise, health and disease study area study area has been revised into the Physical Activity

and Health Standard

All standards except for 8, 14 and 15 include an element requiring integration of knowledge

and skills from the standards with other study areas of exercise science.

While the specification of two advanced units of study has been removed in the revised ES Standards,

it is still likely that students will need to complete some advanced study in order to fully meet the ES

Standards.

Tables demonstrating examples of alignment with the ES Standards and ES Criteria are provided

throughout this report where appropriate. Please note these examples are provided as general

alignment of key concepts or topics only and each Standard should be considered as a whole when

reviewing/developing curriculum.

Study Area 1: Biomechanics The Biomechanics study area encompasses the key concepts of analysing the mechanical principles

underlying human movement in the context of clients. This standard includes topics from ES Criteria

Area 2: Biomechanics. Figure 4 provides specific examples of alignment of these concepts.

Figure 4. Study Area Study area 1 Mapping examples

ES Study area 1 Mapping to ES Criteria

1.3.1 biomechanical principles

2.7-2.31

1.3.1 injury 2.37-2.42; 2.56-2.59

1.3.2

ES Criteria summary statement

1.3.3 quantitative and qualitative analysis

Skills section of the ES Criteria

1.3.4

As application of 1.3.4 is to a client, and therefore meeting this may element may not come from a basic


biomechanics unit- it may relate to exercise prescription, coaching, practicum etc.

1.3.5 conduct and interpret measures

2.54 - 2.59

1.3.6 No direct equivalent

1.3.7 movement patterns

2.32-2.35 gait analysis, 2.4.3, & 2.56

Study area 1 uses Bloom's verbs from low, mid and high levels of the cognitive domain. In comparison,

the ES Criteria uses terms of familiar, explain, identify, and describe, which likely aligns with the low-

mid cognitive domain overall. This suggests that the minimum requirement for the biomechanics has

been raised in the revised ES Standards.

ES Criteria Area 2 focuses on acquiring knowledge of individual principles, and application of these concepts in specific contexts. In comparison ES Study area 1 has moved to use of general concepts as they apply to both clients and contexts. As the focus of this is study area is quite different determining alignment of topics between the Standards and particular ES Criteria is more limited than some other study areas. This will allow for flexibility for courses and individuals as the application of principles to clients may be met later in the degree, rather than solely within a biomechanics unit.

Study area 2: Exercise Delivery The Exercise Delivery Study area encompasses the key principles and competencies required to

implement exercise interventions. This study area includes topics from ES Criteria Area 8: Exercise

programming and prescription; however this criteria was separated into two separate study areas (i.e.

Exercise Delivery and Exercise Prescription) in developing the ES Standards. The focus on the ability to

work with clients has therefore been increased in emphasis by inclusion of a stand-alone area. Figure

5 provides specific examples of alignment of concepts identified in mapping the ES Standards and

related ES Criteria.

Figure 5. Study area 2 Mapping examples


2.3.1 monitor and evaluate

8.14 and 8.16 (specific techniques)

Study area 2.3.2 use of assessment/monitoring data

8.16 monitoring heart rate

2.3.3 exercise modalities 8.8, 8.12, 8.18, 8.19-8.21 (group exercise)

2.3.3 select appropriate exercises

8.18

2.3.4 assess movement & recognise unsafe technique

8.7, 8.22

2.3.5 correct technique 8.22

2.3.6 group programs 8.19-8.21

2.3.8 client safety 8.6 (specific example)

2.3.10 motivational techniques

3.7, 3.8 (underpinning concepts)


Study area 2 was considered to include the practical, hands on aspect of delivery of exercise programs,

with the assessment expectation section reflecting the predominantly practical nature of the

competency, which will likely require exposure to clients.

A number of the elements of graduate outcomes in Study area 2 do not have clear equivalent concepts

in the ES Criteria, which relates to the focus on clients and environments. The context of the study

area is less about the ability to perform the task and is more related to appropriate situational use of

abilities.

A key difference to note with this study area is the addition of Guiding Principle 2.1.2: delivery of exercise programs for conditions that have been prescribed by a health professional. This concept was added to the ES Standards based on industry feedback. This will have implications for curriculum in terms of teaching content and practical exposure. The ES Study areas use Bloom's verbs from across the cognitive domain (low-high), high level affective, and psychomotor to support the practical nature of the study area. The ES Criteria in comparison use terms including describe and demonstrate, which correlates the low-mid cognitive domain overall. This suggests overall an increase in the minimum requirement of the study area.

Study area 3: Exercise Physiology The Exercise Physiology Study area encompasses the physiological responses and adaptations to

exercise and how this applies to developing exercise interventions for clients. This study area includes

the topics covered by ES Criteria Area 1: Exercise physiology. Figure 6 provides specific examples of

alignment of these concepts.



3.3.1 physiological responses & adaptations to exercise

Area 1 Summary statement; 1.1; 1.2; 1.7; 1.10; 1.11; 1.12; 1.15; 1.18; 1.19; 1.22; 1.23

Elements of graduate outcomes statement: physiological systems

Area 1 Summary statement; 1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 1.7; 1.8; 1.9; 1.13; 1.18

3.3.2 environmental conditions

1.20, 1.22

3.3.2 ergogenic aids 1.17

3.3.4 testing & interpreting 1.8; 1.25; 1.29

3.3.3 exercise programs 1.14

The main differences identified relate to the greater emphasis on application of knowledge of exercise

physiology principles to exercise programs, and use of data to inform interventions in broad contexts.

Study area 3 uses Bloom's verbs from low-high cognitive domain and high level affective domain. In comparison the ES Criteria use terms of explain, describe, demonstrate and use. These terms align with the low-mid levels of the cognitive domain, and possibly include a psychomotor component. The study areas overall suggest an increase in the minimum requirement by raising up the elements into the higher end of the cognitive domain, and adding affective components. However, ES Study area 3 does not include a psychomotor component.


Study area 4: Exercise Prescription The Exercise Prescription Study area includes the core components required to design safe and

effective exercise program for apparently healthy populations. It was considered to encompass all

aspects of exercise prescription and programming, including elements of strength and conditioning

and special populations (i.e. children, pregnancy, older adults etc.). This study area includes topics

from ES Criteria Area 8: Exercise programming and prescription; however this criteria was separated

into two separate study areas (i.e. Exercise Delivery and Exercise Prescription) in developing the ES

Standards. Figure 7 provides specific examples of alignment of these concepts.



4.1 Guiding principle; 4.3.3 design of programs

8.18

4.3.1 best practice for designing programs

4.3.3; 8.1; 8.4; 8.5; 8.9; 8.10

4.3.1 benefits of various exercise types

8.1, 8.8, 8.12

4.3.2 risks & risk management

8.3, 8.6

4.3.3 designing programs

8.18; 8.19; 8.20; 8.21; 8.22

Other key considerations identified in the mapping include:

ES Study area Guiding Principle builds on the ES Criteria summary statement in focusing on

client-centred focus by discussing the environments, populations, capacity and goals/needs

of clients

ES Study area 4.3.3 also requires motivational considerations, which is a new component as

applied to the design and delivery of programs.

Study area 4 uses Bloom's verbs from low to high cognitive domain and high level affective domain. In comparison the ES Criteria uses the terms explain, describe, demonstrate, and use. This correlates with the low-mid levels cognitive domain, and possibly includes a psychomotor component. The study areas overall suggest an increase in the minimum requirement by raising the requirements into the higher end of the cognitive, and adding affective components. However, ES Study area 4 does not have a psychomotor component.

Study area 5: Functional Anatomy The Functional Anatomy Study area encompasses knowledge and analysis of body systems and

movement. This study area includes topics from ES Criteria Core study area: Structural and functional

anatomy, and Area 2: Biomechanics.

It is worth noting that the ES Criteria study table referred to Area 2 as ‘Biomechanics’; however the full list of criteria was titled ‘Biomechanics and functional anatomy’. The study table also referred to functional anatomy as part of the structural & functional anatomy core study area, which did not have any criteria. The requirement for the core study areas was the equivalent of one full-time unit. Figure 8 provides specific examples of alignment of the functional anatomy concepts within the ES

Standards and ES Criteria.




5.3.1, 5.3.2 2.1-2.6

5.3.4 9.24

5.8 movement analysis 2.43


Study area 5.7 appears to relate to pre-exercise assessments, and as such is not referenced in

the functional anatomy criteria

The focus of the study area has been expanded from a description of the structure and

function to application of this underpinning knowledge in conducting, analysing and

evaluating for the purposes of exercise

Study area 5 uses Bloom's verbs from across the whole range of the cognitive domain, and terms that

map to the high level affective and psychomotor domains. In comparison, the related ES Criteria uses

the term describe which aligns with the low level cognitive domain. This suggests an overall increase

in the minimum requirement for this study area by raising the requirements into the higher end of the

cognitive domain, and adding affective and psychomotor components.

Study area 6: Growth and Development The Growth and Development Study area encompasses the key requirements for understanding

developmental changes across the lifespan, and exercise influences. This study area includes some of

the topics included within ES Criteria Area 5: Human growth, development and ageing. Figure 9

provides specific examples of alignment of these concepts.



Guiding principle age and gender Area 6 summary statement

6.3.1 stages of development 5.1

6.3.2 issues at different stages 5.4, 5.10, 5.12

6.3.3 developmental changes and exercise influences

5.2, 5.3, 5.6, 5.7

6.3.1 pregnancy 5.8, 5.9


ES Study area 6 does not specifically reference culture and socioeconomic influences, as included in the ES Criteria summary statement

ES Study area 6.3.4 does not have a direct equivalent in the ES Criteria. However, the ability to meet ES Criteria Study area 5 is underpinned by the evidence base

The ES Study area refers to growth and development as theoretical concepts, and does not specify application of knowledge and concepts to exercise assessments and interventions as stated in the ES Criteria

Study area 6 uses Bloom’s verbs from the cognitive and affective domains. In comparison, the ES

Criteria uses terms of explain, define and demonstrate which likely aligns with the low-mid levels of


the cognitive domain. This suggests an overall increase in the minimum requirement of the study area

through inclusion of components in the high level cognitive and affective domains.

Study area 7: Health, Exercise and Sport Assessment The Health, Exercise and Sport Assessment Study area encompasses the considerations required to

select, perform, interpret and communicate results from appropriate exercise assessments. This study

area includes the topics covered by ES Criteria Area 7: Health, fitness and performance assessment.

Figure 10 provides specific examples of alignment of these concepts.



Guiding Principle and Assessment Expectations Health exercise and sport assessment

ES Criteria Area 7 summary statement

Guiding Principle interpreting and communicating results

7.11, 7.12, 7.14.

7.3.2 population modification 7.17

7.3.2 limitations & contraindications 7.1; 7.2; 7.3; 7.7

7.3.3 evidence base 7.1; 7.14

7.3.4 calibration 7.13

7.3.5 pre-screening 7.9

7.3.6 No direct equivalent in the ES Criteria

7.3.7 performing assessments 7.11

7.3.8 interpret results 7.12

7.3.8 convey results No direct equivalent in the ES Criteria


7.3.1 process & equipment is likely to be covered throughout ES Criteria Study Area 7 for each

test named

ES Study area Guiding Principle emphasizes a more holistic approach to the components

required to achieve competency

Study area 7 uses Bloom’s verbs across the cognitive, affective and psychomotor domains. In

comparison, the ES Criteria uses terms of describe, demonstrate and which likely aligns with the low-

mid levels of the cognitive domain, and possibly a psychomotor component. This suggests that while

there is alignment in the requirements there is likely an overall increase in the minimum requirement

of the study area through inclusion of components in the high level cognitive and affective domains.

Study area 8: Health, Exercise and Sport Psychology The Health, Exercise and Sport Psychology encompasses the key concepts required to select and apply

behavioural strategies to improve adherence and performance with clients across the physical activity

and sport spectrum. This study area includes the topics covered by ES Criteria Area 3: Exercise

behaviour / exercise and sports psychology. Figure 11 provides specific examples of alignment of these

concepts.




8.3.1 behavioural influences ES Criteria Area 3 summary statement; 3.2

8.3.2 ecological perspectives ES Criteria Area 3 summary statement; 3.2

8.3.3 best practice 3.3, 3.4, 3.7

8.3.4 exercise adoption 3.1, 3.4, 3.7

8.3.5, 8.3.9 exercise adherence 3.2, 3.3, 3.4, 3.8

8.3.6 mental health & exercise 3.6

8.3.7 behavioural theories 3.3

8.3.8 -8.3.12 skills 3.7-3.9

8.3.9 -8.3.11 behavioural strategies 3.8

8.3.13 counselling & communication skills

3.7


Study area 8 no longer includes a specific reference to exercise addiction

Study area 8.3.12 likely requires ES Criteria topics as underpinning knowledge and skills

requirements

Study area 8 uses Bloom’s verbs from predominantly the cognitive domain, along with components

from the affective domain. In comparison, the ES Criteria uses terms of describe and demonstrate

which likely aligns with the low-mid levels of the cognitive domain. This suggests an overall increase

in the minimum requirement of the study area through inclusion of components in the high level

cognitive and affective domains.

Study area 9: Human Anatomy The Human Anatomy Study area encompasses the core knowledge and understanding of anatomy and

in particular the musculoskeletal system.

This study area includes the topics covered by ES Criteria Core study area: Structural and functional

anatomy. Direct comparisons between Standard 9 and the ES Criteria is limited as the Criteria did not

contain any elements. The requirements for meeting the criteria was the equivalent of one full-time

unit of study in this topic.

Study Area 10: Human Physiology The Human Physiology study area encompasses the core components of human biological function

and integrated regulation mechanisms.

This study area includes the topics covered by ES Criteria Core study area: Human physiology. Direct

comparisons between Study area 10 and the ES Criteria is limited as the Criteria did not contain any


elements. The requirements for meeting the criteria was the equivalent of one full-time unit of study

in this topic.

Study area 11: Motor Control and Learning The Motor Control and Learning Study area encompasses the concepts of motor control, motor

development, skill acquisition, motor performance and their application to a health, exercise and

sporting contexts. This study area includes the topics covered by ES Criteria Area 4: Motor control/

motor learning / skill acquisition. Figure 12 provides examples of general alignment of these concepts.



11.3.1-11.3.4; 11.3.6-11.3.8 motor learning

4.29-4.45

11.3.2-11.3.4 skill acquisition 4.38-4.41; 4.46-4.50

11.3.1, 11.3.4 11.3.7, 11.3.8 motor control

4.1-4.28

11.3.5 motor performance 4.30, 4.33, 4.38; 4.46

1.3.3 changes in performance/function in ageing & injury

4.51-4.62 movement development & disorders

11.3.6 test protocols 4.46

11.3.7 contexts No direct equivalent

11.3.8 design for environments/protocols

Skills components of ES Criteria study area 4


Assessment expectations in Study area 11 outlines specific requirements for achieving

competency

Study area 12 has significantly increased the focus on application of concepts in a range of

environments

Study area 11 uses Bloom’s verbs from predominantly the cognitive, along with a psychomotor

component. In comparison, the ES Criteria uses terms of explain, define which likely aligns with the

low-mid levels of the cognitive domain. This suggests an overall increase in the minimum requirement

of the study area through inclusion of components in the high level cognitive and psychomotor

domains.

Study area 12: Nutrition The Nutrition Study area encompasses a range of knowledge and skills in providing general nutrition

advice for health and wellness purposes/apparently healthy clients. This study area includes the topics

covered by ES Criteria Area 9: Nutrition, health and body composition, with the general concepts

transferring directly to the revised Study areas. Figure 13 provides specific examples of alignment of

these concepts.



12.3.1 macro/micronutrients

9.1, 9.2


12.3.1 energy balance 9.3

12.3.2 9.13

12.3.3 referrals 9.14

12.3.4 9.4, 9.5, 9.8, 9.25

12.3.5 body composition

9.3, 9.20

12.3.6 ergogenic aids 9.11

12.3.8 9.18, 9.25

12.3.9, 12.3.2 dietary analysis

9.13

12.3.10 hydration 9.11, 9.12


ES Criteria 9 Skills (9.16-9.23, 9.25) are no longer explicitly included in the ES Standards

documents

Study area 12 uses Bloom's verbs from across the breadth of the cognitive domain, mid to high affective domain, and psychomotor domain. In comparison, the ES Criteria uses terms familiar, explain, identify, describe and demonstrate, which likely aligns with the low-mid cognitive domain. This suggests an overall increase in the minimum requirement of the study area through inclusion of components in the high level cognitive, affective and psychomotor domains.

Study area 13: Physical Activity and Health The Physical Activity and Health Study area encompasses the considerations for designing population

interventions to increase physical activity and decrease sedentary behaviour. The focus of the study

area reflects a population health based approach, which is a new component included in the ES

Standards document. This study area most closely relates to the ES Criteria Area 6: Exercise, health

and disease which has a focus on understanding the relationships between physical activity, sedentary

behaviours and lifestyle-related diseases.

The ES Criteria requires application of knowledge to individual interventions, which could be

considered foundational concepts required for Study area 13. Figure 14 provides specific examples of

alignment of these foundational concepts.



13.3.3 lifestyle related diseases

6.1; 6.2; 6.3; 6.9

13.3.3 sedentary behaviour

6.7

13.3.6, 13.3.7, & 13.3.8 6.2-6.5



Study areas 13.3.1, 13.3.2, 13.3.4, 13.3.5 do not have direct equivalents in ES Criteria, and will

likely have to be added to curriculum

ES Study area 13.3.9 & 13.3.10 refers to concepts at a population health level intervention,

while ES Criteria 6.8 & 6.9 applies concepts at individual level intervention

Some aspects related to the health system may be covered in exercise physiology course

content

Study area 13 uses Bloom’s verbs from predominantly the cognitive domain, with one high level

affective component. The ES Criteria in comparison uses the terms describe and demonstrate, which

likely aligns with the low-mid levels cognitive domain. This suggests an overall increase in the

minimum requirement through addition of high level cognitive and affective components.

Study area 14: Professional Practice The Professional Practice Study area encompasses the key concepts underpinning effective and ethical

practice as a professional. This was considered to include communication, leadership and work

integrated learning concepts.

This study area does not have a direct comparison from the ES Criteria and is therefore a newly

developed area. The assessment expectations in this area explicitly state that this study area is

predominantly to be assessed through authentic practicum experiences and therefore in principle, it

may be considered to best align with the practicum experience required to meet accreditation

requirements with ESSA.

The Bloom’s verbs used in developing this study area come from the cognitive domain.

Study area 15: Research Methods and Statistics The Research Methods and Statistics Study area encompasses the ability to critically evaluate research

and was considered the foundation of evidence based practice.

This study area includes the topics covered by ES Criteria Core study area: Research methods and

statistics. Direct comparisons between Study area 15 and the ES Criteria is limited as the Criteria did

not contain any elements. The requirements for meeting the criteria was the equivalent of one full-

time unit of study in this topic.

Implications for current course accreditation Courses currently accredited at the level of exercise science will need to review the full Study areas

documents and compare against their current curriculum content and practicum opportunities. As the

ES Criteria had been implemented into course accreditation a number of years ago, some courses may

be exceeding components of the criteria and may already have an emphasis on the holistic application

of knowledge and skills.

The move to the structure contained within the ES Standards reflects an output system of graduate

outcomes rather than prescriptive lists of criteria, and use of Bloom’s taxonomy as a pedagogical

framework should promote consistency in minimum requirements for graduates, while allowing

flexibility in how courses can develop their curriculum. Courses developers will need to consider the

potential vocational opportunities outlined by the ES Standards document in the course content, and

in there will be a greater emphasis on practical experience in achieving graduate outcomes. In

particular, the role of exercise scientists in delivering programs for clients with pathologies or injuries

that have been prescribed by an appropriately qualified health professional will be a key focus for

review of programs.


Implications for future course accreditations The ES Standards provide a framework in which education providers can tailor content, allowing key

points of difference and therefore potential selling points to remain.

All courses submitted for accreditation/re-accreditation at the level of exercise science from 2019 will

need to have a final year cohort of students that have completed all of the new AES Standards and

practicum requirements, in order to achieve a positive course accreditation application outcome.

Conclusion The ES Standards were developed in the knowledge that the area of exercise science is broad and the

opportunities for graduates are therefore broad. Historically, exercise science programs have not been

considered as developing graduates to specific vocational outcomes. The development of the ES

Standards in this structure was partly in response to industry consultation and reports that sought to

investigate the exercise science qualification. With the introduction of the Accredited Exercise

Scientist in 2016 as a specific vocational outcome there is great scope for the application of the ES

Standards to assist in industry recognition of the abilities of graduates, and to grow future vocational

opportunities.

ESSA will communicate key changes to education providers through the Education Providers section

of the ESSA website. The Course Accreditation Manager will also directly communicate key

information to Heads of School.

https://www.essa.org.au/education-providers/

Useful Links

Course Accreditation Information for Education Providers


Course Accreditation Guide

https://www.essa.org.au/wp-content/uploads/2016/11/Course-Accreditation-Guide-Dec-2016.pdf

Exercise Science Standards

https://www.essa.org.au/wp-content/uploads/2016/11/ES-Standards.pdf

Australian Qualifications Framework

http://www.aqf.edu.au/wp-content/uploads/2013/05/AQF-2nd-Edition-January-2013.pdf

AEP Professional Standards

https://www.essa.org.au/wp-content/uploads/2016/11/AEP-Professional-Standards.pdf

Supplementary Guide to the Accredited Exercise Physiologist Professional Standards, March 2017

https://www.essa.org.au/wp-content/uploads/2010/08/AEP-Std-Supp-Guide_Final_March_-

2017.pdf



https://www.essa.org.au/wp-content/uploads/2016/11/ES-Standards.pdf

http://www.aqf.edu.au/wp-content/uploads/2013/05/AQF-2nd-Edition-January-2013.pdf

https://www.essa.org.au/wp-content/uploads/2016/11/AEP-Professional-Standards.pdf

https://www.essa.org.au/wp-content/uploads/2010/08/AEP-Std-Supp-Guide_Final_March_-2017.pdf

https://www.essa.org.au/wp-content/uploads/2010/08/AEP-Std-Supp-Guide_Final_March_-2017.pdf

17 | P a g e

Appendix 1 - Exercise Science Criteria

Exercise Science Membership – knowledge and skill elements

Core areas of study

ESSA requires applicants to provide university evidence (i.e. a subject on your academic transcript)

for the following core areas of study;

1. Structural and functional anatomy 2. Human physiology 3. Psychology/psychosocial/behavioural studies 4. Research methods and statistics

*Please note there are no specific knowledge and skill elements for the core areas of study.

Core sub-discipline areas of study ESSA requires applicants to provide evidence demonstrating equivalency for the knowledge and skill elements in the following 9 study areas.

Area 1. Exercise physiology Understand the physiological responses to exercise and training and know how to use this

knowledge to develop effective programs that encourage individuals to incorporate regular physical activity into a healthy lifestyle.

Knowledge 1.1 Describe the acute cardiovascular and respiratory responses to exercise of increasing intensity,

including normal and abnormal responses of heart rate, stroke volume, cardiac output, arteriovenous oxygen difference, pulmonary ventilation, tidal volume, respiratory rate, and systolic and diastolic blood pressure.

1.2 Describe the effects of different types of exercise training on the cardiovascular and respiratory responses listed above.

1.3 Describe the basic anatomy and functioning of the heart related to cardiac output and blood flow, cardiac pathways of nerve conduction, and electrical activity.

1.4 Describe the macroscopic and molecular structure of muscle tissue, including the mechanisms and metabolic requirements of muscle contraction.

1.5 Describe the physiological and metabolic characteristics of human skeletal muscle fibre types. 1.6 Describe the biochemical pathways by which fat, carbohydrate and proteins substrates are

catabolised to produce energy during exercise of varying intensity and duration. 1.7 Explain the regulation of energy metabolism in skeletal and cardiac muscle during and after

exercise. 1.8 Describe the relative contributions of aerobic and anaerobic respiration during exercise of

varying intensity, including the metabolic and physiological mechanisms related to the concepts of lactate, ventilatory and anaerobic thresholds.

1.9 Define the metabolic, hormonal, physiological and neural factors limiting exercise capacity during activity of varying form (ie endurance, resistance and anaerobic), intensity and duration, and their inter-relationships.

1.10 Describe the acute metabolic, hormonal, muscular (skeletal and cardiac) and neural responses to exercise of varying form, intensity and duration.

1.11 Describe the chronic metabolic, hormonal, muscular (skeletal and cardiac) and neural adaptations to exercise of varying form, intensity and duration.

1.12 Explain how the metabolic, hormonal, muscular (skeletal and cardiac) and neural adaptations that occur in response to regular exercise affect health-related factors, such as risk factors for cardiovascular disease, non-insulin dependent diabetes mellitus, cancer and osteoporosis.


1.13 Describe the physiological principles and biochemical pathways related to muscular fatigue and muscle soreness during and after exercise.

1.14 Describe the principles of overload, frequency, duration and intensity related to endurance and resistance exercise training.

1.15 Explain the physiological and metabolic responses to detraining. 1.16 Describe the signs, causes and contributing factors related to overtraining syndrome. 1.17 Describe the positive and negative effects of various ergogenic aids on exercise performance

and general health, including the effects of creatine, bicarbonate, glycerol loading, anabolic steroids, autologous blood transfusion (‘blood doping’), caffeine and exogenously administered amino acids, erythropoietin, and growth hormone.

1.18 Describe the physiological mechanisms explaining gender differences in exercise responses, adaptations and performance.

1.19 Explain the physiological training responses of the female exerciser, specifically as related to reproductive function and pregnancy and the effect of menstrual cycle phase on sport performance.

1.20 Describe the physiological mechanisms related to thermoregulation during exercise, and the physiological adaptations that occur as a consequence of chronic hot and cold exposure.

1.21 Describe the regulation of fluid homeostasis during exercise and optimal methods for fluid

replacement before, during and after exercise.

1.22 Describe the physiological, metabolic and biochemical responses to actual or simulated altitude and implications for exercise performance and training at altitude.

1.23 Describe the acute and chronic effects of exercise on the immune system. 1.24 Describe how nutrition can influence exercise performance, recovery and physiological

adaptations. Skills 1.25 Demonstrate the ability to administer and interpret results from basic physiological tests of

exercise capacity/fitness, including assessment of VO2 max; anaerobic threshold submaximal estimation of VO2 max; anaerobic exercise capacity; and muscular strength, power, endurance and flexibility.

1.26 Demonstrate an ability to calculate energy expenditure of various exercise, sporting and occupational tasks, including the issue of economy of movement.

1.27 Demonstrate an ability to calculate age-predicted maximal heart rate (APMHR), heart rate reserve, and target heart rate ranges using APMHR and heart rate reserve methods, and describe limitations of the use of heart rate measures of exercise intensity.

1.28 Demonstrate an ability to administer and interpret basic lung function tests (vital capacity, FEV1, FEV1%, PEFR).

1.29 Demonstrate an ability to administer standard exercise field tests, such as sprints, shuttle runs,

and other sport-specific tests.

Area 2: Biomechanics and functional anatomy Have knowledge of human anatomy and biomechanics to devise safe and effective fitness programs,

improve athletes’ performance, recognise and correct improper technique during physical activity, prevent injuries and regain physical fitness after injury.

Knowledge 2.1 Describe the basic structure of bone, skeletal muscle and connective tissues. 2.2 Describe the basic structures of cardiovascular, nervous and respiratory systems. 2.3 Describe the major bones, muscle groups and tendons involved in gross human movement. 2.4 Describe the different types of joints in the body, and factors that determine range of motion in

diarthrodial joints. 2.5 Describe the actions of the major skeletal muscle groups.


2.6 Describe movement of the trunk and extremities in the three planes: sagittal, frontal and horizontal.

2.7 Be familiar with the SI system of units and use appropriate units to quantify biomechanical parameters.

2.8 Explain the relationships between angular and linear displacement, velocity and acceleration. 2.9 Identify and describe the effects of factors governing projectile trajectory. 2.10 Distinguish between average and instantaneous quantities and identify circumstances under

which each is a quantity of interest. 2.11 Describe and distinguish angular motion from rectilinear and curvilinear motion. 2.12 Explain the terms ‘absolute’ and ‘relative’ angles. 2.13 Describe Newton’s laws of motion and gravitation and describe illustrations of the laws. 2.14 Explain what factors affect friction and discuss the role of friction in daily activities and sports. 2.15 Explain the terms ‘impulse’ and ‘momentum’ and the relationships between them. 2.16 Explain what factors govern the outcome of a collision between two bodies. 2.17 Describe the inter-relationships among mechanical work, power, and energy. 2.18 Explain the concept of leverage within the human body and describe the mechanical advantages

associated with different types of levers. 2.19 Explain the term ‘centre of gravity’ and describe the significance of centre of gravity location in

the human body. 2.20 Describe the relationship between factors such as centre of gravity, base of support, balance

and stability. 2.21 Describe the term ‘torque’, explain the methods used to quantify resultant torques, and identify

the factors that affect resultant joint torques. 2.22 Describe the angular analogues of mass, force, momentum and impulse. 2.23 Explain the mechanisms that occur when changes in the configuration of a rotating airborne body

can produce changes in the body’s angular velocity. 2.24 Describe the angular analogues of Newton’s Laws of motion. 2.25 Explain the term ‘centripetal force’. 2.26 Explain the ways in which the composition and flow characteristics of a fluid affect fluid forces. 2.27 Explain the term ‘buoyancy’ and discuss the variables that determine whether a human body will

float. 2.28 Explain the term ‘drag’, identify the components of drag and discuss the factors that affect the

magnitude of each component. 2.29 Explain the term ‘lift’ and explain the ways in which it can be generated. 2.30 Explain the work–energy relationship. 2.31 Explain the different methods used to determine body segment parameters for calculating centre

of mass. 2.32 Describe the patterns of temporal, kinematic and kinetic variables that are commonly assessed

by clinical gait analyses. 2.33 Describe the patterns of muscle action observed for normal and pathological gait patterns. 2.34 Describe the stages in the normative development of gait and give approximate ages at which

they usually occur.

2.35 Describe the major changes in gait patterns that occur in the elderly and in those with common pathological conditions.

2.36 Explain how muscular weakness, fatigue and/or neurological disorders may affect the biomechanics of movement.

2.37 Describe how materials and structures respond to loading (compression, tension, bending, shear and torsion), including uniaxial and multi-axial loads.

2.38 Explain the terms ‘stress’ and ‘strain’, ‘modulus of elasticity’ and ‘fracture toughness’. 2.39 Describe the relationships between tissue properties and force, and impulse and energy.


2.40 Describe how the biomechanical properties of tissues and structures change with adaptations to load, disuse, overuse, nutrition, aging and other factors.

2.41 Describe how various intrinsic and extrinsic factors interact and contribute to injuries. 2.42 Describe how tissues respond to injury via inflammation, repair and remodelling processes. Skills 2.43 Demonstrate an ability to analyse common exercise movements according to biomechanical

principles and identify muscle groups involved in each. 2.44 Demonstrate an ability to collect kinematic data. 2.45 Demonstrate an ability to calculate velocity and acceleration using the first central difference

method. 2.46 Demonstrate an ability to calculate the area under a parameter–time curve. 2.47 Demonstrate knowledge of the three equations of constant acceleration. 2.48 Demonstrate the ability to solve quantitative problems involving angular kinematic quantities,

and the relationships between angular and linear kinematic quantities. 2.49 Demonstrate the ability to represent the external forces acting on the human body by way of a

free body diagram. 2.50 Demonstrate the ability to calculate the centre of mass for both an individual segment and the

entire body from two-dimensional kinematic data. 2.51 Demonstrate the ability to solve quantitative problems related to kinetic concepts. 2.52 Demonstrate the ability to solve quantitative problems relating to the factors that cause or

modify angular motion. 2.53 Demonstrate the ability to quantitatively analyse gait using basic temporal, kinematic and

kinetic procedures. 2.54 Demonstrate the ability to use basic isokinetic dynamometer procedures for assessing and

quantifying musculoskeletal function. 2.55 Demonstrate the ability to develop appropriate movement measures, including the interfacing

of various monitoring devices to assess the performance of any specific movement pattern. 2.56 Using biomechanical principles, demonstrate the ability to identify movement patterns and

potential risks of injury associated with common exercise equipment, such as resistance equipment (free, pin and hydraulic weights), stationary bicycles, stair-climbing machines and rowing machines.

2.57 Demonstrate the ability to measure and analyse the injury mechanisms associated with particular types of tissue injury.

2.58 Demonstrate the ability to select appropriate methods to control and modify inflammatory, reparative and remodelling phases of tissue responses to injury.

2.59 Demonstrate the ability to evaluate the rate of progress and efficacy of treatments


Area 3: Exercise behaviour/exercise and sports psychology An understanding of the many physiological, psychological, social and environmental factors

influencing participation and adherence to a physically active lifestyle. Knowledge 3.1 Describe the factors that influence and predict exercise adoption and/or involvement in physical

activity. 3.2 Describe the factors that influence and predict exercise adherence. 3.3 Describe the research literature on the theories related to improving exercise adherence and

sustaining a physically active lifestyle. 3.4 Describe the research literature on effective strategies to increase exercise adoption and

adherence. 3.5 Describe the research literature on positive and negative exercise addiction. 3.6 Describe the evidence related to exercise and mental wellbeing of individuals and groups. Skills 3.7 Demonstrate an ability to use basic counselling and communication skills to motivate individuals

to adopt and adhere to an exercise and physical activity program. 3.8 Demonstrate an ability to use behavioural modification strategies to increase exercise adherence

throughout the lifespan. 3.9 Demonstrate an ability to recognise when and how to refer a client for further professional

intervention and/or counselling.

Area 4: Motor control/motor learning/skill acquisition Understand movement control, movement learning, movement development and movement

disorders. Knowledge Movement control The knowledge base in this area includes understanding the neural, physiological and cognitive

bases for controlling movement. This unit contains the foundation knowledge upon which the movement learning, development and disorder areas are based.

4.1 Describe the principles of action potentials and neural transmission. 4.2 Describe the major divisions of the central and peripheral nervous systems. 4.3 Describe the major efferent and afferent pathways that connect the central and peripheral

nervous system. 4.4 Describe the innervation of muscles (efferent and afferent nerves). 4.5 Describe the organisation of muscles based on motor units and fibre type. 4.6 Describe the principles of muscle recruitment — Henneman’s size principle. 4.7 Describe to the factors that determine the mechanical outcomes of muscle activation (eg muscle

length, velocity of contraction, contribution of passive elements, muscle history and rate of neural activation).

4.8 Explain the relationship between muscle contraction, force, moment arm and joint torque. 4.9 Describe the patterns of muscle action observed between agonist and antagonist muscle groups

during slow and fast movements. 4.10 Explain how uni and biarticular muscles are used to control movement. 4.11 Explain the terms ‘proprioception’ and ‘kinaesthesis’. 4.12 Describe the major somatosensory receptors for position and movement, the information they

convey, and the major pathways that convey this information to the central nervous system. 4.13 Describe the vestibular apparatus and the information it conveys with respect to orientation

and balance. 4.14 Describe the principles of posture and balance control.


4.15 Describe the organisation and function of the spinal cord. Use examples of reflexes (knee jerk, flexor withdrawal, cross-extensor reflect) to illustrate excitatory and inhibitory neural connections, and the function of interneurons.

4.16 Describe the organisation and function of the somatosensory and motor cortices. 4.17. Describe the major structural characteristics and functional roles of the cerebellum, basal

ganglia and the brain stem in movement control. 4.18 Describe the visual apparatus and neural pathways. 4.19 Describe the major types of eye movements and the control of gaze including the vestibular

ocular reflex. 4.20 Describe the neural and behavioural organisation of visually guided reaching movements; that

is, how visual information is processed, how a movement is initiated, and how the movement is guided to its target.

4.21 Describe the distinction between open and closed-loop control models. 4.22 Describe and contrast the major theories and laws for simple movements (eg Fitts’ law). 4.23 Describe reaction time processes and the informational and situational factors that determine

reaction time. 4.24 Describe the neural organisation of locomotion. Include central pattern generators, brainstem

areas and spinal cord organisation. 4.25 Explain what is meant by the degrees of freedom problem and the organisational principles of

synergies or coordinate of structures. Skills 4.26 Demonstrate an ability to use electromyographic procedures for assessing and quantifying

muscle function. 4.27 Demonstrate an ability to measure reaction time tests. 4.28 Demonstrate an ability to evaluate posture and balance control. The knowledge base in this area includes understanding the neural, physiological and cognitive

changes that underpin the acquisition of movement skills.

Movement learning Knowledge 4.29 Describe how movement outcomes are measured. Use spatial and temporal error measures. 4.30 Describe performance curves and their limitations. Include ceiling and floor effects. 4.31 Describe experimental transfer designs and how they are used to assess learning. 4.32 Describe warm-up decrement. 4.33 Describe intra and inter-individual variability of performance. 4.34 Describe the types of learning (eg visual, auditory, tactile), providing examples from movement

skill acquisition (eg procedural versus declarative; implicit versus explicit). 4.35 Describe the major processes underlying the short and long-term retention of movement

information. 4.36 Describe the cues for the recall and recognition of movement (eg context specificity,

distance/location, vision/kinaesthesis). 4.37 Describe characteristics of the major stages that occur when movement skills are learnt. 4.38 Describe changes in attentional processes that occur when movement skills are learnt. Use

examples of performance on secondary tasks. 4.39 Describe the perceptual changes that occur with skill learning by contrasting the perceptual

skills and strategies of expert and novice performers. 4.40 Describe the decision-making changes that occur with skill learning by contrasting the decision-

making skills and strategies of expert and novice performers. 4.41 Describe the electromyographic and kinematic changes that occur with skill acquisition. 4.42 Describe and contrast the principles of specificity and of transfer of movement learning. 4.43 Describe different types of feedback and their impact on movement learning.


4.44 Describe different types of practice (massed versus distributed; blocked versus random; constant versus variable) and their impact on learning.

4.45 Describe different methods of instruction that may be used when teaching motor skills (eg modelling, guidance, trial and error).

Skills 4.46 Demonstrate an ability to develop appropriate movement outcome measures to assess

performance on any specific movement skill. 4.47 Demonstrate an ability to identify the perceptual, decision-making and motor responses

required for a range of motor activities. 4.48 Demonstrate an awareness of methodologies that may be used to measure individual

differences in perceiving, deciding and executing, with respect to motor skills. 4.49 Demonstrate an ability how a dual-task methodology could be used to examine the

automaticity of skill learning. 4.50 Demonstrate the ability to structure training or practice sessions to maximise learning. Movement development 4.51 Describe the general cephalocaudal and proximodistal principles of development. 4.52 Describe the notions of motor milestones and critical periods. 4.53 Describe the ages and stages involved in the normative development of fundamental motor

skills, such as running and throwing. 4.54 Describe the major events in the development of the visual and kinesthetic system. 4.55 Describe primitive, postural and locomotor reflexes. 4.56 Describe the major developmental changes that occur in perception, decision-making and

movement execution across the lifespan. 4.57 Describe the major changes in neural control that occur in the elderly. 4.58 Describe the major changes in information processing that occur in the elderly. Movement disorders 4.59 Describe the changes in movement patterns and neural activity that accompany fatigue.

4.60 Describe changes in kinaesthetic sensitivity that can accompany soft tissue injuries. 4.61 Describe motor disorders and their neural origin; for example, apraxia, dysarthria, aphasia,

dysmetria, ataxia and dyskinesia. 4.62 Describe the motor deficits that accompany common disorders of the somatosensory system,

basal ganglia, cerebellum, and motor cortex (eg developmental coordination disorder, cerebral

palsy, Parkinson’s disease, stroke, spinal cord and acquired brain injury).

Area 5: Human growth, development and ageing Understand how age, gender, culture, socioeconomic status and developmental stages may each

influence the individual’s exercise capacity and motivation to participate in regular physical activity; and how physical activity, in turn, may influence growth and development.

Knowledge 5.1 Describe the concept and measures of growth, maturation and development. 5.2 Describe changes in the neuromuscular, skeletal, cardio respiratory and endocrine systems that

occur throughout the lifespan. 5.3 Describe changes in endurance and anaerobic exercise capacity, coordination and muscular

strength, endurance and power, and flexibility that occur throughout the lifespan. 5.4 Describe common musculoskeletal and cardiovascular problems that occur with increasing age

and their effects on exercise capacity. 5.5 Describe age-related changes in the acute responses to endurance and resistance exercise.


5.6 Explain how adaptations to various training programs may change throughout the lifespan; for example, the effects of resistance training and aerobic-based training on components of body composition (muscle, bone and fat).

5.7 Explain the extent to which regular exercise throughout the lifespan, or exercise at given points during the life-cycle, may modulate changes in the cardiovascular, musculoskeletal, neuromuscular and endocrine systems seen in the sedentary ageing population.

5.8 Describe the maternal changes of pregnancy and the effects of exercise on the mother and foetus.

Skills 5.9 Demonstrate an ability to select appropriate fitness tests or modify standard protocols to

accommodate children, pregnant women and older adults. 5.10 Demonstrate an ability to select appropriate fitness tests or modify standard protocols to

accommodate specific musculoskeletal problems that occur in older individuals. 5.11 Demonstrate an ability to promote and prescribe safe and appropriate physical activity and

training (endurance and resistance) programs for children and adolescents. 5.12 Demonstrate an ability to prescribe safe and appropriate training programs for the older

individual (with and without musculoskeletal disorders) so that functional independence and

wellbeing may be maintained.

Area 6: Exercise, health and disease Understand the relationships between physical activity, sedentary behaviours and lifestyle-related

diseases, such as cardiovascular disease, obesity, diabetes mellitus, asthma, osteoporosis and osteoarthritis.

Knowledge 6.1 Describe risk factors for lifestyle-related diseases, identifying which are primary, secondary,

modifiable and non-modifiable. 6.2 Describe epidemiological evidence supporting the roles for exercise and physical activity

participation in the prevention of lifestyle-related diseases. 6.3 Describe the specific effects of exercise and physical activity on risk factors for lifestyle-related

diseases. 6.4 Describe the dose–response relationships for exercise and physical activity interventions on

lifestyle-related outcomes. 6.5 Describe recommended levels for indicators of health, such as blood lipids, blood pressure, blood

glucose and body composition. 6.6 Describe the pathophysiological process of atherosclerosis, and possible mechanisms by which

exercise may intervene in this process. 6.7 Describe the negative impacts of sedentary behaviours on risk factors for lifestyle-related

diseases. Skills 6.8 Demonstrate an ability to identify risk factors for metabolic, respiratory, cardiovascular and

musculoskeletal diseases that require consultation with a medical practitioner before participating in, or changing, a physical activity program.

6.9 Demonstrate an ability to apply and interpret screening tools to determine the suitability of

exercise and physical activity interventions for individuals with lifestyle-related diseases.

Area 7: Health, fitness and performance assessment Have the ability to perform pre-participation screening, risk appraisal, and exercise and performance

assessments. Knowledge 7.1 Use published tools to determine whether a given individual requires medical examination

before, or medical supervision during, fitness testing.


7.2 Describe absolute and relative contraindications to fitness testing or participation in exercise or physical activity.

7.3 Describe criteria to terminate commonly used fitness tests. 7.4 Explain how fitness test results may be influenced by factors such as subject anxiety, ambient

temperature, dehydration or prior exercise. 7.5 Describe the assumptions and limitations of body composition assessment, fitness and

performance testing. 7.6 Describe the physiological bases for tests of VO2 max and sub-maximal estimation of VO2 max,

body composition, muscular strength, endurance and flexibility. 7.7 Describe the effects of commonly prescribed medication that may influence the heart rate, blood

pressure and electrocardiographic responses to exercise. 7.8 Explain the mechanisms underlying abnormal electrocardiographic responses to exercise of

varying duration and intensity. Skills 7.9 Demonstrate an ability to obtain pre-participation screening information and appraise risk using

this information. 7.10 Demonstrate a knowledge of, and ability to use, a range of body composition measures to

service athletes, apparently healthy and obese individuals. 7.11 Demonstrate an ability to administer and interpret basic physiological tests of exercise capacity

and fitness, including assessment of VO2 max thresholds; sub-maximal estimations of VO2 max; high-intensity exercise capacity; and muscular strength, power, endurance and flexibility.

7.12 Demonstrate an ability to interpret results of each test listed above, comparing results with established norms and reporting these values to the individual tested.

7.13 Demonstrate an ability to calibrate equipment used in exercise physiology, such as gas and lactate analysers and various ergometers.

7.14 Demonstrate an ability to discuss accuracy and limitations of instrumentation in the interpretation of test results.

7.15 Demonstrate an ability to measure heart rate, blood pressure and rating of perceived exertion before, during, and after sub-maximal fitness tests.

7.16 Demonstrate an ability to use information from fitness tests for designing exercise interventions for a given individual.

7.17 Modify standard or adopt appropriate fitness tests for special groups, such as children, older adults, pregnant women, athletes, or those with diseases or conditions such as osteoarthritis and asthma.

7.18 Demonstrate an ability to obtain a 12-lead ECG recording at rest and during exercise up to

maximal, and calculate heart rate from the ECG.

Area 8: Exercise programming and prescription Have the ability to develop individualised exercise prescriptions. Knowledge 8.1 Describe intensity, duration, frequency and type of exercise recommended for health-related

benefits in apparently healthy and low-risk individuals. 8.2 Describe the relationship between exercise heart rate, work rate and rating of perceived

exertion. 8.3 Describe precautions, modifications and other factors to consider when prescribing exercise

programs for symptomatic individuals. 8.4 Describe the different components of, and appropriate exercises to be included in, an exercise

program (ie warm-up, conditioning and cool-down phases). 8.5 Explain the different stages of an exercise program (ie initial, improvement and maintenance). 8.6 Describe signs of excessive exercise strain during exercise, which may indicate the need for:

(1) a change in the exercise prescription


(2) stopping a given individual during an exercise program. 8.7 Describe common errors in body alignment and movement mechanics during exercise. 8.8 Explain the role of muscular flexibility exercises in exercise prescription. 8.9 Describe the principles of resistance training. 8.10 Using the scientific literature to demonstrate an understanding of current theories relating to

endurance and resistance training. 8.11 Describe the advantages and disadvantages of various types of equipment used in circuit and

resistance training. 8.12 Describe appropriate work–rest intervals for circuit and interval training programs,

emphasising: (1) aerobic conditioning (2) muscular strength and power (3) muscular endurance.

Skills 8.13 Demonstrate an ability to recognise when and where to refer client for further professional

advice. 8.14 Demonstrate an ability to use visual analogue scales (eg rating of perceived exercise) to gauge

exercise intensity. 8.15 Demonstrate an ability to calculate target heart rate using:

(1) heart rate reserve (2) simple percentage of age-predicted maximum heart rate.

8.16 Demonstrate an ability to monitor heart rate and blood pressure before, during and following exercise.

8.17 Demonstrate an ability to calculate and set work rate on a Monark bike during exercise. 8.18 Demonstrate an ability to write an exercise prescription for apparently healthy and low-risk

individual for: (1) loss of excessive body fat (2) increasing endurance exercise capacity (3) increasing muscular strength.

8.19 Demonstrate an ability to design and implement a group exercise program in community and gymnasium contexts.

8.20 Demonstrate an ability to design and implement a group exercise program that takes account of various fitness levels.

8.21 Demonstrate an ability to design and implement a group exercise program to improve flexibility.

8.22 Demonstrate an ability to identify improper and unsafe exercises, and prescribe appropriate

substitutions for these exercises.

Area 9: Nutrition, health and body composition Have the ability to combine general nutritional principles with exercise advice to increase the

effectiveness of their health and wellbeing interventions. Knowledge 9.1 Describe the dietary guidelines and the recommended servings of the core food groups

recommended by the National Health and Medical Research Council. 9.2 Describe the physiological functions of vitamins and minerals. 9.3 Explain the relationship between energy balance and control of body composition. 9.4 Describe the aetiology of obesity. 9.5 Define obesity and its comorbidities. 9.6 Describe the research literature on the effectiveness of exercise alone, diet alone, and diet and

exercise combination in controlling body mass and fat levels and distribution.


9.7 Describe the recommended rate of loss of body mass and understand the potential risks of inappropriate diets and rapid weight loss.

9.8 Explain the relationship between body mass, body fat and fat distribution and risk factors for certain diseases, such as cardiovascular disease, cancer, osteoarthritis, non-insulin dependent diabetes mellitus, hypertension, and hyperlipidemia.

9.9 Describe the blood lipoprotein fractions and the research literature related to the role of diet and exercise in controlling blood lipids.

9.10 Describe the research literature related to the role of diet and exercise in the control of blood pressure, blood glucose and insulin resistance.

9.11 Explain the potential risks and benefits of nutrition supplements and ergogenic aids for athletes.

9.12 Describe the use of appropriate beverages for fluid and carbohydrate maintenance before, during and following exercise.

9.13 Describe the strengths, weaknesses and limitations of commonly used methods for measuring and analysing dietary intake.

9.14 Describe diet-related situations in which referral to an accredited practicing dietician (APD) or medical practitioner is required.

9.15 Be familiar with the Joint Position Statement of ESSA and Dieticians Association of Australia in the context of referrals to an APD.

Skills 9.16 Demonstrate understanding of how individual daily energy requirements can be approximated,

and the limitations of approximation methods. 9.17 Demonstrate an ability to use public health recommendations (eg dietary guidelines) for

Australian adults to provide general nutrition advice to promote achieving or maintaining a healthy body weight.

9.18 Demonstrate an understanding of the nutritional, health and psychological risks of common fad or popular diets.

9.19 Demonstrate an ability to calculate body mass index (BMI) and measure waist circumference, and relate these to recommended values for men and women.

9.20 Demonstrate an ability to use BMI, waist circumference, body composition estimates and other indices to determine an appropriate rate of loss of body mass or fat for a given individual.

9.21 Demonstrate an ability to prescribe exercise programs to reduce body mass and fat levels. 9.22 Demonstrate an ability to prescribe resistance exercise programs used to increase resting

metabolic rate. 9.23 Demonstrate an understanding of behavioural modification and other strategies to help clients

to incorporate and adhere to appropriate strategies that support achieving or maintaining a healthy body mass.

9.24 Demonstrate an ability to conduct anthropometric profiling. 9.25 Demonstrate an understanding of the recommended public health ranges for weight or body

fat levels and the associated risks and benefits of diet and weight-loss programs commonly

advertised to the community.

Two Advanced units of study

ESSA requires applicants to provide evidence demonstrating equivalency for advanced units of study in two different study areas. Area 10: Advanced unit of study advancing on the knowledge and skill elements for any of the

following areas of study:

Area 1: Exercise Physiology

Area 2: Biomechanics and functional anatomy

Area 3: Exercise behaviour/Exercise and sports psychology

Area 4: Motor control/motor learning/skill acquisition


Area 11: Another advanced unit of study advancing on the knowledge and skill elements for a

different area of study i.e. the second advanced unit must advance on a different area of study to

the one above, e.g. if the first advanced unit advances on Exercise Physiology the second can

advance on either Biomechanics and functional anatomy OR Exercise behaviour/Exercise and sports

psychology OR Motor Control/motor learning/skill acquisition


Appendix 2- Definitions from Exercise Science Criteria

Ability: possession of the means or skill to do something; talent, skill, or proficiency in a particular

area;

Awareness: Knowledge or perception of a situation or fact; having or showing realization,

perception, or knowledge

Be familiar: to know something or someone well; Often encountered or experienced; common;

having a good knowledge of

Contrast: the state of being strikingly different from something else in juxtaposition or close

association; Compare in such a way as to emphasize differences

Define: State or describe exactly the nature, scope, or meaning of; Make clear the outline of;

delineate; Mark out the boundary or limits of

Demonstrate: Clearly show the existence or truth of (something) by giving proof or evidence; Give a

practical exhibition and explanation of (how a machine, skill or craft works is performed)

*Describe: Give a detailed account of in words

Distinguish: Recognise or treat (someone/something) as different

Explain: Make (an idea or situation) clear to someone by describing it in more detail or revealing

relevant facts; Give a reason as to justify (an action or event)

*Identify: Establish or indicate what something is; associate someone or something closely with;

regard as having strong links with

Know: be aware of through observation, inquiry, or information; be familiar or acquainted with

(something); to have a practical understanding of

*Understand: Explain ideas or concepts (interpret, summarise, paraphrase, classify, and explain)

Use: take, hold, or deploy (something) as a means of accomplishing or achieving something; employ;

be or become familiar with (someone or something) through experience

*Terms included in the ES Standards Glossary

http://dictionary.cambridge.org/dictionary/english/know


Appendix 3- ES Criteria Terminology Alignment with Bloom’s Taxonomy

ES Criteria term Corresponding Bloom’s domain (likely)

Ability Mid-level cognitive and low-level affective

Awareness Low-level cognitive

Be familiar Mid-level cognitive

Contrast* Bloom's verb within analysis (mid-level cognitive domain)

Define* Bloom's verb within knowledge (lowest level cognitive domain)

Demonstrate* Bloom's verb within application (mid-level cognitive domain)

Describe* Bloom’s verb within comprehension (low level cognitive domain)

Distinguish* Bloom's verb within analysis (mid-level cognitive domain)

Explain* Bloom's verb within comprehension (low-level cognitive domain)

Identify* Bloom’s verb within comprehension (low level cognitive domain)

Know* Lowest level cognitive domain

Understand Low-level cognitive domain

Use*

Bloom’s verb within application (mid-level cognitive domain) and skilled movements (psychomotor)

*Terms are direct matches for verbs included in Bloom’s taxonomy

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