HLTH SC 3201 - Human Motor Behaviour and Learning
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code HLTH SC 3201 Course Human Motor Behaviour and Learning Coordinating Unit Medicine Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Prerequisites PHYSIOL 2510 or HLTH SC 2101 Incompatible Not available to students who completed HLTH SC 3201 Exercise, Movement & Cognition. Course had a title change from Exercise, Movement & Cognition to Human Motor Behaviour & Learning. Assumed Knowledge PHYSIOL 3120 Course Description Human Motor Behaviour and Learning is a third year course that consists of online lectures, workshops, practicals and small group discovery sessions. In this course, students will be introduced to the theory and application of knowledge in the field of human movement; with an emphasis on the role of the nervous system in influencing optimal control and learning. Students will also be exposed to changes in motor control and learning across the lifespan as well as with abnormalities. The practical component will provide the hands-on experience with conducting experiments relevant to movement control and learning and reinforce concepts covered in lecture. The small group discovery project will provide students with a unique opportunity to translate concepts learnt in theory to practical contexts and to demonstrate their innovativeness using appropriate research processes.
Course Coordinator: Dr Simranjit Sidhu
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
- Describe the components of the sensory/perceptual systems and contributions from the action systems in movement control.
- Describe the major (neuro)physiological mechanisms and changes underlying motor learning and recovery of function.
- Describe the development of postural control, how postural control modulates with aging and the aspects underlying abnormal postural control
- Describe the characteristics of normal reach, grasp and manipulation and how these changes across the lifespan and with abnormalities
- Demonstrate an ability to use neurophysiological and psychophysical procedures for assessing and quantifying optimal human movement control and learning
- Apply scientific methods and research processes as it relates to movement control learning
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5-6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
5-6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
In Exercise, Movement and Cognition, there are no required textbooks.
Recommended ResourcesSeveral texts will be helpful in guiding your understanding of the course material, and you will be directed to the relevant resources at the appropriate time. A sample of helpful resources is provided below:
- Shumway-Cook, A. & Woollacott, M.H. (5th Edition) Motor Control: Translating Research Into Clinical Practice. Lippincott Williams and Wilkins.
- Magill, R.A. 2011 (9th Edition) Motor Learning and Control: Concepts and Applications. McGraw-Hill
- Ives, J.C. (2014) Motor Behaviour: connecting mind and body for optimal performance. Lippincott Williams and Wilkins.
- Schmidt, R. A., & Lee, T. D. (2011). Motor Control and Learning: A Behavioral Emphasis (5th ed.). Champaign, IL: Human Kinetics.
- Kandel Schwartz & Jessel (2000/2013). Principles of Neural Science 4/e and 5/e. McGraw-Hill.
- Lord SR, Sherrington C, Menz HB & Close JCT (2007). Falls in older people: Risk factors and strategies for prevention. 2nd Ed.
Cambridge Uni Press.
Online LearningLectures will be implemented online using audio-visual recordings and students are expected to view and go through the online lectures prior to the one-hour workshop which will be used as an informal platform to reinforce lecture content, discuss and engage in activities related to lecture material. The workshops will not be recorded.
Learning & Teaching Activities
Learning & Teaching ModesThe course will be delivered via online lectures, workshops, practicals and small group discovery experience (SGDE). A total of 4 practical and 4 SGDE sessions will be held in the semester to provide students with an opportunity to translate concepts learnt in online lectures and workshops to practical/research contexts and to demonstrate their innovativeness. Attendance at these sessions is mandatory. Students’ understanding of the material will be assessed using written assessments (mid-semester and final examinations), online quizzes and practical/SGDE reports. Students should use the lecture outline and learning objectives at the beginning of each lecture as study guide for all assessments in the course. The activities and questions attempted in the workshop will also prove beneficial and provide guidance on how students should be studying for the course.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
A full-time student should expect to spend, on average, a total of 48 hours per week on their studies. This includes both the formal contact time required for the course (i.e. workshops, practicals and SGDE), as well as non-contact time (i.e. viewing online lectures, reading and revision for exams). Human Motor Behaviour and Learning is a 3-unit course. As such, the expected workload will on average be 12 hours per week, including up to 4 contact hours per week.
Learning Activities SummaryStudents will cover the following topics in a series of online lectures, workshops, practicals and SGDE (tentative semester schedule below). Please note that this schedule is subject to minor changes at the discretion of the course coordinator. If any changes to the schedule are implemented, an announcement would be made on MyUni at least 7 days in advance of the event occurrence.
THEME 1: PHYSIOLOGY OF MOTOR CONTROL
Week 1: Introduction & Overview + Somatosensory System
Week 2: Visual System & Vestibular System
Week 3: Action Systems (Prac 1 + Quiz 1)
THEME 2: PHYSIOLOGY OF LEARNING AND RECOVERY
Week 4: Plasticity & Learning
Week 5: Neural Plasticity and Recovery of Function (SGDE 1)
Week 6: Neural Plasticity and Neurodegenerative Disease (Prac 2 + Quiz 2)
THEME 3: POSTURAL CONTROL
Week 7: Normal Postural Control (Mid-Sem Exam + SGDE 2)
Week 8: Aging and Postural Control
Week 9: Abnormal Postural Control (SGDE 3 + Prac 3 + Quiz 3)
THEME 4: REACH, GRASP & MANIPULATION
Week 10: Normal Reach, Grasp and Manipulation
Week 11: Reach, Grasp and Manipulation: Changes across lifespan (SGDE 4)
Week 12: Abnormal Reach, Grasp and Manipulation (Prac 4 + Quiz 4)
Small Group Discovery ExperienceThere is a small-group discovery component in the course. The SGDE component has a total weighting of 20% (15% for the individual report and 5% for the group presentation).
SGDE for this course is focused on demonstrating the translation of concepts learnt in theory to practical contexts.
Throughout the project, students will work on group data collection, an individual written report and a group power point presentation on the topic. Assessment rubrics will be used for grading all components of SGDE.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryDetails of each assessment task are shown below. In brief, the course contains 2 written exams covering course content, 4 summative quizzes, 4 practical mini assignments and small group discovery presentation and report. Dates and explicit details for each assessment task will be given in advance via MyUni.
Assessment Related RequirementsMarks for the different components of the course are assigned in the following proportions.
Written Exams (40% of total mark)
Mid - Semester Written Exam - THEME 1 & 2 (15%)
Final Written Exam - THEME 3 & 4 (25%)
Lecture Components – (20% of total mark)
4 quizzes on MyUni (5% each)
Practical Components - (20% of total mark)
4 practical mini assignments (5% each - attendance in labs is required to submit assignments and attain the grade)
Small Group Discovery Project - (20% of total mark)
See SGDE assessment rubrics for more details. Attendance in all 4 sessions is compulsory to be eligible for final grading.
Assessment DetailThe final marks for Exercise, Movement & Cognition may be moderated under some circumstances. Moderation is only ever used to improve a mark or grade, not to decrease it.
Mid - Semester & Final Written Exams
Mid semester and final exams are designed to assess learning during the semester. The exam will assess understanding of principles and problem solving (both written and computational) capabilities. Questions will be based around lecture and workshop material discussed throughout the semester.
Students will complete 4 quizzes (multiple choice, fill in the blank, true/false questions and short answer questions) scattered throughout the semester that will be administered online via MyUni. The week during which a quiz is administered is clearly stated in the table of learning activities summary above. All quizzes will be due within a week from administration and the due date will be clearly stated when each quiz is made active on MyUni. This component will be used to reinforce key concepts from lectures/workshops for the written exams and will ensure students keep up with content throughout the semester.
Students will be required to answer a few questions related to the laboratory session that includes details of data collection, analysis and interpretation. Attendance is compulsory in the practical sessions in order to attain a grade for the submitted answers.
Small Group Discovery Experience (SGDE) Component
SGDE will be focused on demonstrating the translation of the concepts learnt in theory to practical contexts using innovativeness. Specifically, students will design new and/or modify existing ways to assess motor skills/learning in various exercise and/or clinical contexts and will be assessed on an individual written report and a powerpoint presentation. Further details will be provided in SGDE guidelines.
Hurdle Requirements and Course Criteria
To successfully pass the course students must achieve all of the following criteria:
Achieve at least 45% in examinations and achieve an overall grade of at least 50% for the course
Replacement Exams Policy
This applies to ALL exams, including those held during class, not just those at the end of semester exam period.
Students seeking a replacement examination must refer to the University policy. The policy and an application form can be downloaded from the following site: http://www.adelaide.edu.au/student/exams/supps.html
Requests for replacement examinations should be made by submission of the completed form and supporting documentation to the course coordinator. If the illness or exceptional personal circumstance occurred before the exam, students must submit their application for supplementary assessment no later than 5 business days after the occurrence of the condition, illness and/or exceptional personal circumstances, which form the grounds on which their application is made, regardless of the date of the
primary exam. If the illness or exceptional personal circumstance occurred on the day of the exam, students must notify the course coordinator and apply for a supplementary exam within 5 business days of the date of the primary exam. The application will be considered by the School’s Examinations Committee who will decide the outcome based on the materials provided by the student in support of their application and in line with the policies of both the University and the Faculty of Health Sciences.
The School Examinations Committee will not approve applications for supplementary examinations where the nature of the illness is considered minor. This decision cannot be made where no evidence is provided as to the severity of the illness. We strongly respect the right of students to keep the specific nature of their illness confidential. However the new University Policy on Replacement exams requires your medical practitioner to complete sections 2-4 of the appropriate form: http://www.adelaide.edu.au/policies/3303/?dsn=policy.document;field=data;id=7446;m=view certifying that they considered your illness to be major. Replacement examinations cannot be approved without this certification (i.e. on the basis of a medical certificate alone). Students are strongly advised to take a copy of this form with them for completion by their medical practitioner at the time of their consultation.
- Staff will clearly indicate the deadline (date and time) for coursework submission in the course information contained within MyUni.
- Unless otherwise indicated, coursework should be submitted electronically via MyUni. Any students experiencing technical difficulties should contact the course coordinator at the earliest opportunity.
- Coursework received after the deadline will be penalised as follows: 10% of total available points will be penalised per day (24 hour period or fraction thereof). An automatic zero mark will be applied after 7 days.
- The deadline time will be strictly enforced according to the digital time displayed. Weekends and public holidays ARE included as penalty days.
- Coursework submitted to any location other than those specified will not be accepted. This includes submissions to personal staff email addresses. Submission dates may be extended under exceptional circumstances. Please refer to the Modified arrangements for coursework assessment policy. You need to see the course coordinator at the earliest opportunity if you feel that you require an extension. Upon receipt of an application for extension http://www.adelaide.edu.au/policies/3303/?dsn=policy.document;field=data;id=7446;m=view staff may: Refuse permission for extension, specifying the appropriate reason(s); or Grant permission for extension without penalty; or Grant permission for extension with a penalty as guided by this policy.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
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- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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