This subject introduces sports medicine theory and practice, and explores the multi-faceted approach to managing the Modern Athlete. Relevant professional and sports medicine governance frameworks are consulted in a student-led evaluation of their own professional role and responsibilities in their current and potential practice contexts. There is opportunity to appraise self-knowledge and construct an individual learning plan to extend theory and practice in the context of managing the modern athlete. (This includes revising, applying or extending scientific knowledge and practice experience). Health advocacy in Sport and Exercise Medicine settings are appraised.

The subject utilises a case-based approach to Modern Athlete-Centred Management. Case scenarios facilitate exploration of athletes’ needs management options in different contexts. This includes consideration of special / defined populations, and challenges typical to the sports medicine environment that shape the clinical management plan. Embedded in the approach to managing the modern athlete is self-awareness of cognitive processes such as reasoning, decision-making, problem solving, goal setting; and the influence of evidence, innovation and ethics.

Finally, experts’ insights and students’ shared examples of managing the modern athletes in specific scenarios will be integrated into understanding of the needs of the modern athlete. This provides context for comparing, contrasting, reflecting upon and extending both Modern Athlete-centred interdisciplinary management, and one’s own development as a professional working in a sporting context.

This wholly online subject explores core theory and frameworks that underpin Musculoskeletal Rehabilitation in specific and diverse practice contexts. The subject will provide students with the opportunity to gain knowledge and develop skills that enable them to implement musculoskeletal assessment and management models in their practice context. Biomedicaland biopsychosocial paradigms are examined; alongside an emphasis on contemporary structure and function and developing movement and task analysis skills. With consideration of relevant services, systems & policies, these are applied to the clinical reasoning, decisions and evaluation of patient-centred musculoskeletal rehabilitation plans. There is an opportunity to select modules to allow flexibility for students to choose areas of musculoskeletal rehabilitation practice that best match their disciplinary interests or work context. These include hospital, community and sports & exercise contexts. Similarly, students will be given options to tailor case-examinations and assessment tasks according to their specific area of practice.

Following an introduction to musculoskeletal rehabilitation, movement analysis and exercise therapy, students can choose two from three modules that best meets their learning needs. In the relevant area of practice, each of these modules explores service models, strategic policies and practice standards that inform therapeutic interventions and features of comprehensive care in priority areas. These modules are:

1. Hospital based musculoskeletal rehabilitation
2. Musculoskeletal rehabilitation in the community
3. Musculoskeletal rehabilitation for Sports & Exercise

Students will develop the skills to identify literature and clinical guidelines related to case management. It is envisaged that study within these modules will underpin case selection for the integration and application of evidence informed musculoskeletal rehabilitation practice, culminating in a case-presentation assessment task. On completion of this subject, students will demonstrate skills in developing and justifying an evidence-informed rehabilitation program for an individual with a neuro-musculoskeletal condition. There is structured opportunity for peer review of the rehabilitation program design, critical review of the context and reflection on practice.

All students complete a foundation sports medicine theory & practice module Clinical Reasoning for Differential Diagnosis . Theory and practice of sports injury differential diagnosis is explored, including clinical reasoning strategies, hypothesis formulation & testing, clinical pattern recognition, and specific diagnostic and evaluative qualities of assessment tools. Students will scrutinise best practice within the different entities of sports medicine assessment: client history, physical examination, medical imaging and the relevant underpinning biomedical science. The role and influence of communication parallels the process of scientific evaluation, particularly in the attainment and conveyance of relevant assessment and diagnostic information.

Students will then select 2 from 3 Stream Modules within which to integrate and apply this knowledge to inform an evidence-based, prioritised approach to sports medicine assessment and diagnosis.
1.Assessment and Diagnosis of Function
2.Evidence-based Assessment of the Spine and Peripheral Joints
3.Athlete Illness

The final Integration, Contribution & Reflection Module entails communicating pertinent assessment, differential diagnoses and the clinical reasoning explored in the Streaming Modules to hypothetical patients, and student-peers who represent the interdisciplinary team. Potential referral and management plans are formulated, focussing on justification and clinical reasoning. There is opportunity for interdisciplinary scrutiny, contribution and reflection.

All students complete a foundation sports medicine theory & practice module Clinical Athlete Management, underpinned by the human tissue response to exercise and injury. Theory and practice of acute injury management and rehabilitation for sport are explored, including medical interventions, internal medicine as it relates to physical activity, therapies, exercise intervention and load management. The clinical decision-making process is emphasised across the intervention spectrum from injury, recovery, return to sport and enhancing athletic performance.

Students then select 2 from 3 Clinical Practice in Context Modules within which to integrate and apply this knowledge to inform an evidence-based, prioritised approach to injury and illness management for sports and exercise.

1.Evidence, Athletes and Decisions. This module explores the evidence relating to management of specific neuro-musculoskeletal conditions and its application in specific case scenarios.
2.Measurement & Management of the Kinematic Chain. In the context of case scenarios, this module evaluates the kinematic chain contribution to injury; and management of pathomechanics.
3.Illness and Exercise Medicine. In the context of case scenarios, this module explores illness and exercise capacity, exercise intervention in chronic illness, and medical management of athletic scenarios including “the tired athlete”.

The final Integration, Contribution & Reflection Module entails communicating management plans and clinical reasoning explored in the Streaming Modules to student-peers who represent the interdisciplinary team. Interdisciplinary Case Conferences are simulated, including contribution and feedback from Experts in relevant fields. This provides opportunity for interdisciplinary scrutiny, contribution and reflection on best practice in sports and exercise case-management.

All students complete a foundation sports medicine theory & practice module Biomechanics and Sports Injury Prevention. Professional guidelines & regulations for safe participation in sports and exercise in various contexts are sourced and explored. Biomechanics and pathomechanics are analysed in a range of sports and exercise contexts, including walking & running, jumping & landing, throwing, and integrated sports-skill scenarios. There is emphasis on assessing load patterns and mechanics in athletic movements; and interpreting and predicting potential implications of pathomechanics on injury and performance. This entails both video and ‘real time’ analysis of athletes. The supporting evidence and practicalities of innovative and established approaches to measurement, reporting and clinical application in injury prevention strategies are considered. These include injury and illness surveillance, musculoskeletal profiling, load monitoring / management, environment assessment; and specific tools such as return to sport and concussion testing in minimising re-injury.

Students then select 2 from 3 Clinical Practice in Context Modules within which to integrate and apply this knowledge to inform an evidence-based, prioritised approach to biomechanics and sports injury & illness prevention in sports medicine.

Athlete Health Screening and Musculoskeletal Profiling: Comprehensive and best practice approaches to medical screening for safe participation in sport & exercise and musculoskeletal profiling are explored. The processes, practicalities, application and potential adaptations for case-context scenarios are evaluated.
Exercise and Load – In specific case scenarios, measurement and evaluation of load and approaches to load management are explored at the level of the athlete, the sporting context, and training cycles. This includes systemic responses to training and overtraining.
Injury Risk Management – Policy and Practice: In case-context scenarios, issues of injury risk minimisation and management are appraised from a policy and practice perspective. This includes risk assessment and management tools, venue design, procedures and participation at the population level.

The final Integration, Contribution & Reflection Module provides opportunity to collaborate with other professionals to promote safe participation in sports and exercise for individuals of all ages and abilities in different sporting contexts. Based on the Context Modules, Experts and students share an element of evidence-based advice regarding the optimal activity or intervention for specific individuals and ways in which they can minimise risk of injury and promote health. This could include discussion of pertinent biomechanics or education to a population group or individual athlete.

All students will complete a foundation module Sport Psychology Unpacked. This subject is introduced and underpinned by considering the complementary roles, responsibilities and expertise of professionals within the interdisciplinary team to address sport psychology issues in sports medicine. Students evaluate their own skills and behaviours, and recognise the influence of their approach on athletes/clients, supporting personnel and outcomes. Areas of knowledge addressed include theory of communication and learning; biopsychosocial aspects of sports & exercise medicine; sport psychology for performance; sociology of sport, FairPlay and health behaviour change.

Students then select 2 from 3 Practice in Context Modules within which to integrate and apply this knowledge in clinical case scenarios focussing on Sport Psychology elements. There is emphasis on using appropriate methods of ethical reasoning to arrive at balanced judgements and actions where complex and/or conflicting issues are involved.

1. Sport Psychology in Performance Sport: This module explores psychological aspects of motivation, arousal, performance and lifestyle management of high performance athletes; juxtaposed with psychological aspects of injury, failure and retirement in sport.
2. Exercise, Health & Behaviour Change – This module explores the psychological and social factors than may influence an individual’s ability to exercise or impact on athletic performance. Approaches and interventions to facilitate behaviour change are developed in case-context scenarios.
3. Mental Health Conditions in Sports Medicine: This module explores prevalent population mental health issues and conditions in the context of sports medicine. Examples include: eating disorders; depression and anxiety; fear avoidance.The final Integration, Contribution & Reflection Module provides opportunity to collaborate and critically discuss balanced judgements in management of psychological elements in different case contexts. Experts and students will engage in self-reflection on their role, behaviour and communication skills within their professional context, and also the biopsychosocial elements of Sports Medicine practice. This module also provides the forum for the assessment task “Evidence & Innovation Presentation – Sociology of Sport & Behaviour Change” in the form of an online presentation.

This wholly online subject is a foundation subject to introduce students to selected core theory and frameworks that underpin the development and delivery of best practice evidence informed rehabilitation services across a range of disciplines and clinical practice contexts, across the lifespan. The subject will provide students with the opportunity to gain knowledge and develop skills related to the selection and delivery of appropriate and best practice rehabilitation services that are tailored to meet the needs of individuals, groups, or services. Students will gain skills, demonstrate understanding, and critically review the applicability of a range of models to deliver rehabilitation services including interdisciplinary, multidisciplinary, community and home-based.

The subject is divided into modules to allow flexibility for students to choose areas of rehabilitation practice that best match their disciplinary interests or work context. Assessment will include the development of single discipline and multidisciplinary rehabilitation that can be used in a clinical context. All students will complete four modules within this subject.

Module 1: A Foundational Module will be completed by all students and introduces the theory underpinning and defining key features of best practice in rehabilitation. A theoretical framework, based on the International Classification of Functioning (WHO), will be introduced as a method of classification and consideration of the rehabilitation needs of an individual. Students will acquire skills in mapping the impact of health conditions into multiple domains and considering the associated personal and environmental factors though a series of diverse case studies. The constructs of habilitation and rehabilitation will be explored in the context of lifelong disabilities. A range of models of rehabilitation services will be introduced.

Modules 2 and 3: Students will then choose two from three modules that best meet their learning interests and/or practice or discipline interests. These modules are:

• Adult rehabilitation services
• Paediatric rehabilitation services
• Rehabilitation policy and regulation

Students selecting the adults and paediatric modules will develop the skills to identify literature related to a rehabilitation method or approach used in their own setting. Students will develop a concise summary of the existing evidence, critically evaluate the quality of evidence to support the chosen intervention. Students will identify and justifying core elements of rehabilitation services provided across a patient journey in different care settings. This will include gathering, synthesising and appraising evidence, as well as applying this to practice considering personal and environmental factors.

The Rehabilitation policy and regulation module will allow students to identify and analyse the relevant government and local health policy that influences equitable access to rehabilitation services. This will be explored within their own context and contrasted with policy from other global regions. The potential influence of service access on patient outcomes will be considered in depth.

Module 4: The final integration module will be completed by all students and addresses the integration and application of evidence informed rehabilitation practice. This module provides students with an opportunity to extend and demonstrate skills in developing and justifying evidence-informed rehabilitation programs and to hear from rehabilitation experts.

This wholly online subject will introduce students to key theories, concepts and frameworks underlying contemporary approaches to health behaviour change in individuals across the health-illness spectrum, for health practitioners providing care to patients, and at the population level. The subject will enable students to develop skills in the design and evaluation of health behaviour change interventions that are evidence informed and tailored to clinical practice across the lifespan, health care services and community contexts.

The subject is divided into modules to allow flexibility for students to choose areas of health behaviour change to focus on that best match their disciplinary interests or work context.

All students will complete four modules within this subject.

A foundational module will be completed by all students and introduces some key theoretical models underpinning health behaviour and health behaviour change, core concepts in health care that relate to effective health behaviour change facilitation, and a framework for development of interventions to support positive change will be applied. Students will develop skills in the integration of theory into behaviour change intervention development including behavioural analysis, and will explore a wide range of behaviour change techniques including conversational methodologies for changing behaviour (such as motivational interviewing), the role of patient education and therapeutic alliance, and the use of technology to support change.

Students will then choose two from three modules that best meet their learning interests and/or practice or discipline interests. These modules are:

1. One-to-one interactions

In this stream we will apply health behaviour change theory and principles to case scenarios to see how these concepts might look in a clinical individual interaction setting.

2. Clinicians and health services.

In this stream we will apply a step-by-step approach to developing behaviour change interventions with the goal of changing clinician behaviours or redesigning health service delivery in order to improve the health of our patients.

3. Populations and communities

In this module, we will look at some behaviour change techniques for influencing the behaviour of communities or populations. We will more deeply examine the role of behaviour change at a public health level.

The final module will be completed by all students and promotes reflection and discussion on the integration and application of evidence-informed health behaviour change practices. This module will also provide students with an opportunity to extend their thinking into the ethics and societal challenges of evidence-informed health behaviour change interventions for individuals and groups.

Throughout the subject students will develop their skills to critically review and synthesise the literature supporting health behaviour change interventions. Students will gather existing evidence on topics related to their discipline, context and interests, critically evaluate the quality of evidence to support health behaviour change interventions, and interpret the clinical application of these approaches.

This wholly online subject introduces students to the rapidly evolving field of evaluation in rehabilitation practice. The subject will provide students with the opportunity to develop skills related to the selection, application and interpretation of different evaluation designs and data collection methods for different types of rehabilitation and other health care services and interventions. The subject is divided into modules to allow flexibility for students to choose types of evaluation of practice that best match their interests or work context. Similarly, students will be given options within assessment tasks so that they can focus on the development of evaluation skills and resources that can be used in their clinical context.

All students will complete four modules within this subject.

A Foundational Module will be completed by all students and introduces the theoretical basis of evaluation in a health care context from the perspectives of a range of stakeholders including the consumer and disease advocacy groups, the clinician, program providers, compensatory bodies and legislators. A theoretical framework, based on the International Classification of Functioning (WHO), will be introduced as an evidenced based methodology for the selection and classification of evaluations used in rehabilitation settings. Students will learn to develop a logic model as a part of the planning of an evaluation project. They will discuss the design and prioritisation of evaluation questions. Students will also develop an understanding of barriers and enablers to evaluation in a general rehabilitation context and their own clinical context. This module also provides students with an opportunity to examine examples of how clinical evaluation has been successfully implemented in different rehabilitation contexts and successfully used for bench-marking and the improvement of the effectiveness or cost-efficiency of a rehabilitation service.

Students will then choose two from four modules that best meets their learning interests and/or practice needs. These modules are:

1. Person Stream. This stream will help extend a student’s understanding of how evaluation could be applied at the level of the person with a focus on outcome evaluation. In this stream, the evaluation designs that will be examined in more detail are quasi-experimental (one group pre- and post- test designs, non-equivalent group pre- and post- test designs and time series designs) and experimental (comparison group designs). Students will practice identifying and evaluating tools that could be used to collect patient reported outcome measures. This module will also introduce students to a methodology to evaluate the psychometric properties of a measurement tool that is of clinical interest or relevance to their work context. Students will learn the skills required to complete an analysis of a tool to identify if it is psychometrically sound. Concepts of validity, reliability, responsiveness, feasibility, clinical utility and interpretability will be examined.

2. Program Stream. This stream will extend a student’s understanding of how evaluation can be applied at the level of the organisation in a rehabilitation context, with a focus on a process evaluation approach. The evaluation design that will be examined in more detail in this stream is mixed-methods design. The methods of interest are focus groups and surveys.

3. Policy Stream. This stream is designed to extend a student’s understanding of how evaluation can be used in setting policy agendas, formulating and implementing policy, and comparing how existing or proposed policy aligns with evidence in the area.

4. Service Stream. This stream focuses on evaluation approaches and methods that could be used to evaluate a rehabilitation service. The lessons will look in detail at a decision and accountability approach to evaluation, when the evaluation purpose is to improve the product, program or service delivered to the consumer. Within this stream, students will explore audit and observation, two methods which could be used in a decision and accountability approach.

The final Integration module will be completed by all students and addresses the integration and application of evaluation back into the individual’s workplace context. The module is capped by an introduction to the legal and ethical considerations of evaluation including informed consent, professional competence, third party observers and ecological validity of the evaluation. Concepts related to culture, diversity and fairness in health care evaluation will also be identified and considered within the students’ own work context.

This online subject provides students with the opportunity to build a deep understanding of the safe and effective application of rehabilitation principles to meet the health needs of women. Attention is focused on conditions affecting women specifically from young adulthood through to their reproductive and older years. Students will develop an extended knowledge of pathophysiology and clinical presentations that typically affect women’s experience of women’s health. Students will use an evidence-informed framework for their analysis and synthesis of recent literature and contextual factors that influence clinical practice across the lifespan.

All students will complete foundational work that will explore the typical physiological changes occurring in women from young adulthood through to the reproductive and older years.

Students will then choose 2 from 3 streams that best meets their learning interests and/or practice needs. These streams are:

1. Young women stream focuses on a deeper exploration of the physical, psychological and cultural expressions of adolescent development and the rehabilitation of clinical conditions associated with adolescence e.g. dysmenorrhea, female athlete triad.

2. Fertile women stream comprises of an exploration of fertility and infertility. There will be a focus on physical and psychological changes occurring during the childbearing year and post-natal recovery and appropriate rehabilitation.

3. Older women stream will focus on the physiology and psychology of the maturing woman including the effects of physical activity on the ageing musculoskeletal system, and the management of conditions associated with advancing age e.g. incontinence, bone health.

All students will then focus on the application of rehabilitation theory to practice. Students will critically review literature and with an understanding of the needs of the individual and her engagement within a group program will solve contextually relevant rehabilitation challenges for women.

This online subject provides students with the opportunity to build an understanding of the safe and effective application of intervention and rehabilitation principles to meet the health needs of infants, children and adolescents and their families. The subject will focus on understanding typical development across the motor, cognitive, language and social-emotional domains throughout childhood. Students will develop an extended knowledge of evidence-based assessments, interventions and rehabilitation for childhood-onset disabilities in order to improve their daily life and participation in the society. Students will design and evaluate a rehabilitation program in their own context and will contribute to the learning of other students via discussion board and an online presentation.

All students will complete four modules within this subject.

All students will complete a foundational module that will use the ICF (international classification of function, disability and health) to explore the development of body structures and function of infant, child and adolescent development across motor, cognitive, language and socio-emotional domains. Students will develop their understanding of the typical development and factors that may alter this development pathway and appreciate age appropriate activity and participation. During the foundational module, students will also explore motor learning interventions in paediatrics. Students will learn about the application of motor learning principles for effective rehabilitation interventions for children and adolescents with neurodevelopmental, neuromusculoskeletal or acquired neurological
impairments.

Students will then choose two from the following three modules that best meets their learning interests and/or practice needs. These modules are:

1. The ‘Early detection of neurodevelopmental impairments’ module describes evidence-based diagnostic, assessment and prognostic options for infants at high risk of neurodevelopmental impairments. Students will learn about clinical pathways and
decision-making trees that include assessment and expected outcomes based on best available evidence.

2. The ‘Gait development’ module will cover typical and atypical gait development from infants to adolescence, including assessment of common gait impairments and disorders secondary to neurodevelopment, neuromusculoskeletal or acquired impairments. Assessment will focus on the temporo-spatial, kinematics and kinetics determinants of gait.

3. The ‘Transition from childhood to adulthood’ module will cover the biological and social role transitions from child to adolescence and adolescence to adulthood. Students will investigate how environmental factors (such as health policy and health service
provision) and personal factors (such as socioemotional responses) characterise these transitions and the subsequent health and wellness experiences of the individual.

The final Integration module will be completed by all students and will focus on the application of rehabilitation theory to practice with an understanding of the needs of the individual and engagement with a group program. Students will integrate and apply their learning from the previous modules into context specific applications. They will select appropriate outcomes measures and critically review literature to solve contextually relevant rehabilitation challenges.

This subject will enable students to integrate and extend prior knowledge on lifestyle and wellness behaviours to effectively and safely support optimal health of individuals, groups and specific populations across the lifespan and along the health and impairment continuum. Students will draw critically on the evidence for lifestyle behaviours needed for good health with an emphasis on the recommendations for physical activity and exercise. Students will also explore health risks due to sedentary behaviour and other lifestyle choices (such as poor diet, sleep hygiene and stress), and investigate current options for delivery and evaluation of programs to manage these risks and incorporate evidence informed behavioural interventions to promote optimal health. Students will build on their clinical reasoning skills to theorise the mechanism of an individuals' health deficits from an holistic, patient-centred, biopsychosocial perspective, and design a plan that includes a physical activity program plus other lifestyle changes to meet the goals of optimal health outcomes for an individual. Students will be expected to be critical in their analysis and evaluations of new and emerging evidence base around lifestyle choices.

All students will complete a Foundational module (Weeks 1-3) that will explore the pathophysiological and psychosocial theory of rehabilitation and evidence–based health outcomes of lifestyle and wellness behaviours with an emphasis on physical activity but also including other healthy lifestyle choices. A biopsychosocial framework will emphasise the biological, mechanical, social, psychological and cultural elements that influence health and health-enhancing behaviour.

Students will then choose three from five modules that best meets their learning interests and/or practice needs. These modules are:

1. Evidence.
   This module is recommended for all students unless they have prior research or systematic review experience. The module will focus on developing skills to search for, evaluate and synthesise the evidence base on the efficacy of physical activity, exercise, and other lifestyle behaviour programs that reflect the practice interests of students. Students will appraise both qualitative and quantitative evidence on selected programs for specified populations, including programs that support current exercise and physical activity guidelines and priorities. Students will practice framing a question, writing a search strategy, evaluating (appraising) the findings, synthesising the information, and considering application to their clinical practice.
   
   
2. Fitness, Physical Activity and Exercise.
   This module will cover the body systems and functions that contribute to strength and fitness. The primary focus will be on building knowledge of the different types of exercise activity (cardio-vascular, fitness, strength, flexibility) and how these might be used to achieve different outcomes. The module will also cover measurement of physical activity and exercise tolerance along the lifespan and the health and impairment continuum, including the role of new emerging innovations and technology tools that support current exercise and physical activity guidelines and priorities.
   
   
3. Optimising health for the Adult/Older Population.
   This module will address the assessment and analyses of health-related needs for adults/older adults including the selection of appropriate exercise interventions. Students will compare and contrast the personal and environmental circumstances that influence participation preferences of adults/older adults within diverse practice contexts, and take an holistic person-centred approach to planning a program for optimising health.
   
   
4. Children.
   This module will address the assessment and analyses of health-related movement needs for children and the selection of appropriate advice and interventions. The 24hr recommendations for the early years initially developed in Canada form the basis for this module. This approach is an integration of physical activity, sedentary behaviour, and sleep recommendations. Students will also compare and contrast the personal and environmental circumstances that influence participation preferences of children within diverse practice contexts.
   
   
5. Community Approaches to Physical Activity/Inactivity.
   In this module, students will use some provided case scenarios to identify and analyse typical community-based and community-wide activity and exercise programs designed for individuals or groups across the lifespan. They will consider the influences of the environment, such as evidence for the role of the green environment and urban planning, in providing the space and motivation to engage in physical activity within the community. Finally, they will consider technological innovations, such as portable, wearable technologies, regularly used in the community setting.

The final integration module will be completed by all students. Students will consider their role, in terms of their health profession and practice context, in facilitating healthier lifestyles and improved wellbeing of their patients/clients. The final module (Week 8) will also focus on the design and evaluation of an holistic lifestyle intervention to meet the needs of an individual or a group with common impairments or health needs. Students will apply a model of rehabilitation best practice and using an ICF informed framework, in the execution of this task.

In this subject, students will also reflect on their personal attitudes to lifestyle choices and the privilege of their background and opportunities. They will concisely and effectively communicate their understanding of the range of options their patients/clients, in their particular practice context(s), have to improve their health and wellbeing.

This subject will introduce students to innovative and contemporary technology that has been recently developed and is currently used in clinical practice and research for the purposes of measurement, diagnosis and prescription. Students will be exposed to theoretical principles and practical applications of selected technologies. Students will critically appraise selected innovation and emerging technologies using a scientific approach in order to consolidate their understanding of the key elements that determine feasibility, safety and utility. This will develop an understanding of the processes involved in integrating innovative and emerging technologies into their clinical practice to provide information that is measurable and meaningful to their patients, healthcare insurers and providers. Students will be required to develop a proposal for implementation of an emerging technology to measure human performance or functional outcome. Moreover, students will explore existing or emerging platforms (e.g. hardware) and infrastructure (e.g. resources) that are required to support such an endeavour.

Stream details:
Students will choose two from three modules that best meets their learning interests and/or practice needs. These modules are:

1. The clinical practice module will cover the role of new and emerging technologies that could be used to support accurate diagnosis, assessment and evaluation of efficacy of interventions.
2. The human performance module will cover the role of new and emerging technologies that could be used to facilitate analysis and measurement of human movement for the purposes of enhancing performance (i.e., sports, leisure and workplace) and screening for factors that may contribute to injury.
3. The research module will cover the underlying principles of critically appraising scientific research that has implemented new and emerging technologies to assess and quantify pathological and healthy human performance.

This subject builds on student's knowledge in radiology, particularly as it applies to the neuro-musculo-skeletal system and conditions common to athletes of all ages and abilities (inclusive of adolescents, adult and senior athletes) in different sporting contexts. Students will develop advanced knowledge of anatomical structures and functions and use this knowledge to interpret radiological images. They will be able to explore normal and pathological findings as displayed by a variety of imaging modalities including x-ray, CT scans, MRI and US imaging. Students will understand terminology typically used for reporting radiology findings. They will have a better appreciation of when imaging is appropriate and which imaging modality is most appropriate for clinical decision-making in different contexts. They will understand how to communicate ethically and sensitively on the importance of radiological assessment to athletes, their carers, and other relevant persons (such as coaches) as appropriate and understand appropriate onward referral. A person–centred approach will be adopted in this subject, with an expectation that students will be sensitive and informed about the athlete’s experience in undergoing radiological investigations. Further, the students will have the opportunity to collaborate with other professionals, including experts to discuss evidence and innovations in the use of radiology in Sports Medicine and to build their understandings of best practice in the interest of the athlete/s.

Research and evidence informs best practice and innovation in health care. This subject will provide graduates with an opportunity to extend their understanding of evidence based practice and research methodology, including research ethics. It will further develop skills in critical analysis of existing and emerging research that targets measurement, rehabilitation and human performance. There will be a focus on principles of evidence based practice including the techniques for critical evaluation of all aspects of published research. This will include the principles of descriptive and interferential statistics and concepts of measurement as well as critical appraisal of systematic reviews and clinical guidelines for the validity of their conclusions to contemporary health care. Synthesising key components of writing research proposals will provide a method of integrating the research writing, design and measurement aspects of this subject. On completion of this subject students will be able to apply all steps in evidence-based practice, synthesize systematic reviews and clinical practice guidelines and write a research proposal relevant to practice. Further they will have developed skills in communicating research findings such as designing posters, oral presentations and written research proposals.

This subject will build on students’ knowledge of sports nutrition, particularly as it applies to exercise participation, training, competition sport and recovery in sport and exercise for athletes of all ages and abilities (inclusive of children, adolescents, adults and senior athletes). Focus will be on fluids and fuels essential to good health and optimal performance in a variety of sporting contexts (summer, winter) and sporting needs (including strength, power, endurance). Attention will be paid to the individual athlete as well as to the needs of team players and to individuals with specific nutritional needs, including for those in weight conscious sports.

Students will be expected to use this knowledge to supplement their clinical decision-making in the assessment and management of athletic conditions in the sports and exercise contexts. Attention will also be paid to the evidence on the efficacy of supplements and ergogenic aids and their potential risks to athletes. Students will engage in informed debates on some of the current controversies and innovations in the use of nutrition agents in sports. They will be expected to comprehend and uphold the obligations and procedures in accordance with the WADA code. This further includes interpreting and applying these in diverse sporting contexts and for athletes in and out of competition.

Through this subject students will build on their understanding of the role of the sports nutritionist, and of their own role within the sports medicine team in contributing to the nutritional health of athletes. Students will be required to interview a sports nutritionist/dietician to complete one of the assessment tasks and to further build on some of the listed learning outcome in this subject.

The subject will commence with four-week module on the language, foundational principles and theory of nutrition in sports medicine. Students will than have the option of selecting two from three modules that explore nutrition relevant to three athletic populations: paediatrics & adolescent athletes, female athletes, and performance athletes. These modules are relevant to management of athletes of all ages and abilities, and also specifically relevant to three areas of practice specialisation.

This fully online subject will be taught with the use of case studies, video presentations, selected readings, webinars and discussions with colleagues, as well as through the completion of assessment tasks. This subject can be taken as a single subject or as part of a Graduate Certificate in Sports Medicine, Graduate Diploma in Sports Medicine, Masters of Sports Medicine and Master of Sports Rehabilitation.

This subject will build on student’s knowledge of the use of medicines commonly used in sports medicine in the context of recovery from injury and illness and optimising athlete health and performance. Content will include information on the therapeutic actions of medicines, their time course to action, interaction with other medications and the short and potential long-term impact on the individual. Further, consideration will be given to how sport and exercise affects the absorption and action of these medications and the impact of prescribed (including injectables) and over the counter medications on athletes in and out of competition. Attention will be given to both the beneficial and deleterious effects of drug regimes.

The subject will commence with a four-week module on standard nomenclature, foundational principles and theory of pharmacotherapeutics in sports medicine. Attention will be paid to use of medicine in acute scenarios such as anaphylaxis, injury, pain and trauma including concussion as well as chronic or diagnosed conditions such as diabetes, asthma and other cardiovascular, endocrine and metabolic conditions. In addition, obligations and procedures in accordance with the WADA code will be addressed.

The use of pharmacotherapeutics in sport will be explored in the context of application to sports medicine practice, professional scope of practice, doping regulations, codes of conduct and ethics. Further complex scenarios will be examined with case studies involving athletes in competition and out of competition.

Following the foundational module, students will select two from three modules that will explore and apply pharmacotherapeutics in sport in the context of three athletic populations: paediatrics & adolescent athletes, female athletes, and performance athletes. These modules are relevant to management of athletes of all ages and abilities, and also specifically relevant to three areas of practice specialisation. This fully online subject will be taught with the use of case studies, video presentations, selected readings, webinars and discussions with colleagues, as well as with assessment tasks. This subject can be taken as a single subject or as part of a Graduate Certificate in Sports Medicine, Graduate Diploma in Sports Medicine or Masters of Sports Medicine.

On completion of this subject, students will demonstrate an advanced level of safe and effective delivery of clinical practice in an area of a professional speciality. They will extend on existing knowledge and skills to an advanced level as a practitioner, communicator, collaborator, leader, health advocate, scholar and professional in this area. Teaching approaches will include critical observation of advanced practice and clinical practice in specialist clinics, working with a range of clients with complex conditions, critiques of video recordings of a range of clinical activity, observing specialist physiotherapists in practice, mentoring, role modelling and providing feedback to peer physiotherapists. Students will develop advanced skills in assessment, diagnosis, prevention and therapeutic interventions, as well as engage with up to date, ethical and resource efficient practice, which they will critically evaluate. They will demonstrate an ability to create therapeutic alliances with clients and communicate outcomes effectively with relevant others, including those from other professions. They will employ multiple learning strategies to complete a Practice Portfolio that will show evidence of: highly developed clinical expertise as judged by senior clinicians; completion of online modules; mentoring and educating junior and peer clinicians; role modelling; advanced clinical reasoning and achievement of all learning outcomes set for the subject. Students will share their knowledge with their colleagues through engagement with discussion board and will be encouraged to present their learning to colleagues both locally and internationally.

Students will have 6 months from the time of enrolment to complete all subject intended learning outcomes and assessment tasks, including a clinical examination to a satisfactory standard that demonstrates a high level of competency in their clinical practice.