pty2hdm human development
HUMAN DEVELOPMENT AND MOVEMENT
PTY2HDM
2015
Credit points: 15
Subject outline
This subject will focus on human performance. Attention will be paid to both lifespan and activity-dependent changes to the nervous system and the impact these have on function. The lifespan aspects will have the most emphasis so that students are able to understand the expected stages of development from conception to adulthood. The World Health Organisation International Classification of Function, Disability and Health (WHO ICF) will be used to provide a framework that acknowledges the wide variation in human functioning
SchoolSchool of Allied Health
Credit points15
Subject Co-ordinatorAlice Hill
Available to Study Abroad StudentsYes
Subject year levelYear Level 2 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Must have passed HBS1HBA, HLT1IPP, PHE1IDH, HBS1HBB, HLT1RAE, PHE1SDH and be enrolled in one of the following courses: HZHSPP, HZHSPB.
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Adolescence and Health | Recommended | Coleman, J. Hendry, L.B. and Kloep, M. 2007 | CHICHESTER, WILEY |
| Readings | Human Development & Performance Throughout the Lifespan | Recommended | Cronin, A. & Mandich, M.B. | THOMSON DELMAR LEARNING, USA |
| Readings | The brain that changes itself: stories of personal triumph from the frontiers of brain science. | Recommended | Doidge, N. 2007 | NEW YORK, VIKING |
Graduate capabilities & intended learning outcomes
01. Differentiate between stages of the lifespan from conception to adulthood Enabling outcomes You will be able to: (a) Describe changes in function across the lifespan (b) Explain how functional changes are linked to the maturing nervous system (c) Discriminate lifestage characteristics through observation and analysis
- Activities:
- Construct essay critically discussing normal development in childhood/ adolescence/ adulthood / or older age including threats to norm
02. Critically discuss key influences on human performance Enabling outcomes You will be able to: a) describe a range of influences affecting the motivation to participate in life situations b) explain the role of the maturing nervous system on human performance c) identify developmental anomalies that can influence human performance Compare and contrast the role of pre-determined genetic influences versus activity-dependent influences on human performance Enabling outcomes You will be able to: (a) Discuss role activity-dependent neuroplasticity plays in changes in human performance (b) Relate how activity affects nervous system structure and function (c) Consider the role of the central nervous system in the evaluation of human performance.
- Activities:
- Based on a presented enquiry, establish the factors that could be modified for improved function and successful ageing.
03. Compare and contrast standing posture, range of movement of peripheral joints and balance in normal adult populations Enabling outcomes You will be able to: (a) Apply relevant tools and classifications relevant to human performance (b) Make objective observations about posture, range of movement and balance in normal adult populations, and document these accurately (c) Measure to determine variability across a normal adult population (d) Describe variation in function in normal adult population
- Activities:
- In practical classes, assess, measure and document normal posture and movement and with reference to literature, incorporate into lifespan model of development.
04. Compare and contrast standing posture, range of movement of peripheral joints and balance in normal adult populations Enabling outcomes You will be able to: (a) Apply relevant tools and classifications relevant to human performance (b) Make objective observations about posture, range of movement and balance in normal adult populations, and document these accurately (c) Measure to determine variability across a normal adult population (d) Describe variation in function in normal adult population
- Activities:
- In practical classes, assess, measure and document normal posture and movement and with reference to literature, incorporate into lifespan model of development.
05. Communicate competently using listening, speaking, writing and numeracy, independently and in teams Enabling outcomes You will be able to: (a) Interpret and respond to feedback (b) Evaluate your own behaviour in a team setting (c) Plan, develop and present an oral presentation to inform others
- Activities:
- Oral presentations Essay writing On-line activities
Subject options
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Bendigo, 2015, Semester 1, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorCarolyn Taylor
Class requirements
Collaborative Based LearningWeek: 10 - 22
One 1.0 hours collaborative based learning per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.
"Weekly student team meeting"
LectureWeek: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.
PracticalWeek: 10 - 22
One 2.0 hours practical per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.
WorkShopWeek: 10 - 22
One 1.0 hours workshop per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| 1500 word essay (older adulthood) | 40 | 01, 02, 03, 04, 05 | |
| 20-min Class Presentation (Group activity) | 30 | 01, 02, 03, 04, 05 | |
| 50 minute quiz (50 questions) on early childhood development | 30 | 01, 02, 03, 05 |
Melbourne, 2015, Semester 1, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorAdam Semciw
Class requirements
Lecture
One 1.0 hours lecture per week on weekdays during the day and delivered via face-to-face.
Practical
One 2.0 hours practical per week on weekdays during the day and delivered via face-to-face.
WorkShop
One 1.0 hours workshop per week on weekdays during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| 1500 word essay (older adulthood) | 40 | 01, 02, 03, 04, 05 | |
| 20-min Class Presentation (Group activity) | 30 | 01, 02, 03, 04, 05 | |
| 50 minute quiz (50 questions) on early childhood development | 30 | 01, 02, 03, 05 |