CQUniversity Unit Profile.

Task Description

Students will analyse a video stimulus and supporting research to evaluate a performance-based clinical concept relevant to running durability and apply it to a rehabilitation context.

Students will:

• analyse physiological mechanisms underpinning performance adaptation
• evaluate the clinical applicability of research findings
• develop a staged progression framework for return to running
• reflect on how their clinical reasoning informs future practice

Structure

Q1: Mechanism and performance analysis (300 words)
Q2: External validity and staged progression (300 words)
Q3: Reflective clinical application (150 words)
Total word count: ~750 words

Assessment Focus

• Analysis, evaluation, and synthesis of clinical and performance concepts
• Application to real-world sports medicine scenarios
• Development of clinically justified programming decisions

To help you use Generative AI tools in a transparent, flexible, and responsible way, you are encouraged to explore the following practical framework that guides your ethical and effective AI use in your assessment. For this assessment, descriptor 2 is applied.

AI Assessment scale tool descriptors: 

2             AI PLANNING

Al may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of Al for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently.

You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

Students will be assessed on their ability to:

• Analyse physiological mechanisms of performance adaptation
• Evaluate clinical relevance and risk
• Synthesise staged rehabilitation and performance progression
• Demonstrate reflective clinical reasoning

Task Description 

Students will critically reflect on a staged clinical case presented across four videos (assessment, manipulation, soft tissue, and rehabilitation), analysing how clinical decisions are made and applied in practice.

Students will:

• identify and analyse key clinical moments within each stage of care
• interpret clinical reasoning underpinning assessment and treatment decisions
• evaluate the practical application of techniques in real-world settings
• reflect on skill development and future clinical practice

Structure

Q1: Assessment reflection (200 words)
Q2: Adjustment/manipulation reasoning (200 words)
Q3: Soft tissue modification audit (200 words)
Q4: Rehabilitation reflection and practice plan (200 words)

Total word count: 800 words

Assessment Focus

• Clinical reasoning across assessment, treatment, and rehabilitation
• Application of techniques to real-world practice
• Evaluation of clinical decision-making and modification
• Development of reflective and self-directed learning skills

To help you use Generative AI tools in a transparent, flexible, and responsible way, you are encouraged to explore the following practical framework that guides your ethical and effective AI use in your assessment. For this assessment, descriptor 2 is applied.

AI Assessment scale tool descriptors: 

2             AI PLANNING

Al may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of Al for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently.

You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

Students will be assessed on their ability to:

• engage accurately and specifically with video content
• apply clinical reasoning to assessment and treatment decisions
• evaluate practical feasibility and clinical application
• demonstrate reflective insight and professional development
• support responses using relevant evidence where appropriate

On campus activity will comprise 2 x 4-hour sports medicine practical workshops either on campus or at the CQU Health Clinic, in week 11 and concludes in 12.

AI Assessment scale tool descriptors:

1             No AI

The assessment is completed entirely without Al assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understanding, and skills

You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge.

The 72-hour grace period does not apply.

Pass / Fail grade.

This assessment task relates to patient safety, contraindications, diagnostic interpretation, clinical impression, management plan and prognosis from a case history (or histories) and physical assessment(s).

You will be asked to demonstrate skill proficiency at the end of the practical classes (e.g., strapping, concussion assessment). 

Final assessment is based on performance across both sessions.

This in class test will be undertaken in a CQUni computer lab on whichever campus that you are enrolled. The test will involve a mix of question types including multiple choice, true/false and matching styles. There will be short answer questions as well.

The test will assess all theoretical content taught across weeks 1-12. 

AI Assessment scale tool descriptor to be adopted: 

1 No Gen AI

The assessment is completed entirely without Al assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understanding, and skills

You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge.

The 72-hour grace period does not apply.

The assessment criteria comprises all unit learning outcomes and will involve selecting or providing the most accurate and correct answers to the questions posed in this in class test.

For final time and location, refer to the CQUni timetable.