School of Public Health

and Community Medicine

GENM0703

Concepts of
Physical Activity,
Exercise and Health
COURSE OUTLINE

Term 1, 2019

UNSW School of Public Health and Community Medicine

CRICOS Provider Code: 00098G
Contributor
Dr Rebecca Reynolds

School of Public Health and Community Medicine

Faculty of Medicine
UNSW Sydney, NSW 2052
Australia

Tel: +61 (2) 9385 1699 Fax: +61 (2) 9313 6185
Email: postgrad-sphcm@unsw.edu.au (yes, even for this undergraduate course)

© 2019. The School of Public Health and Community Medicine, University of New South Wales. CRICOS Provider
No: 00098G. Previously published material in this book is copied on behalf of the University of New South Wales
pursuant to Part VB of the Copyright Act as amended.
Contents
Course Outline
Welcome and course overview 1
Learning and teaching rationale 3
Assessment 4
Academic honesty and plagiarism 18
Readings and resources 20
Continual course improvement 21
Additional support to students 21
Course schedule 23

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 Course Outline

Welcome and course overview

In this course, you will learn about how the human body moves and the relationships
between physical activity - or inactivity - and health and disease.

There is confusing information in our modern world regarding physical activity and health.
This course uses evidence-based medicine to explain physical activity-related subjects
using the latest scientific evidence. Some topics covered include: the physiology of
movement, effects of physical activity on the body, physical activity public health,
physical activity requirements and needs for different population groups, and use of
technology.

You will be encouraged to look at your movement habits - and those of the wider public - in
a new way that will hopefully improve your health (and that of your loved ones), now and in
the years to come.

This course is an undergraduate General Education course, comprising 6 units of credit

towards the total of 12 units of credit required of General Education for most
undergraduate students.

Exclusions: None
Pre-requisites: None

Course convenor
Rebecca Reynolds
Ph: 02 9385 2522
Email: rebecca.reynolds@unsw.edu.au
Website: https://research.unsw.edu.au/people/dr-rebecca-reynolds

Term dates
Term 1 Lectures: Tuesdays 905-955AM, Mathews Theatre B, weeks 1-10
Tutorials: Tuesdays various times for 1.5h, various Mathews
Building rooms, weeks 1-10
Timetable https://sphcm.med.unsw.edu.au/current-students/general-
education/timetables

Course aim

To provide students with knowledge of physical activity and other lifestyle habits,
understanding of the effects of lifestyle on health and ideas and tools for positive
change on both a personal and public health level.

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GENM0703 Concepts of Physical Activity, Exercise and Health

Course outcomes

1. Define the basic structure and function of the moving human body.
2. Explain how regular physical activity affects health and disease.
3. Recognise that physical activity requirements differ between population groups.
4. Determine factors affecting population physical activity habits in modern Australia.
5. Apply physical activity information to your own lifestyle.
6. Demonstrate scientific skills relating to scientific evidence, and collaborative and
oral work.

Graduate attributes and capabilities

The objectives of UNSW Sydney’s General Education program are:

1. To provide a learning environment in which students acquire, develop, and deploy
skills of rational thought and critical analysis.
2. To enable students to evaluate arguments and information.
3. To empower students to systematically challenge received traditions of knowledge,
beliefs and values.
4. To enable students to acquire skills and competencies, including appropriate
written and spoken communication skills.
5. To ensure that students examine the purposes and consequences of their
education and experience at University, and to foster acceptance of professional
and ethical action and the social responsibility of graduates.
6. To foster among students the competence and the confidence to contribute
creatively and responsibly to the development of their society.
7. To provide structured opportunities for students from disparate disciplines to
interact cooperatively within a learning situation.
8. To provide opportunities for students to explore discipline and paradigm bases
other than those of their professional or major disciplinary specialization through
non-specialist courses offered in those other areas.
9. To provide an environment in which students are able to experience the benefits of
moving beyond the knowledge boundaries of a single discipline and explore cross
and interdisciplinary connections, and cross-cultural contexts.
10. To provide a learning environment and teaching methodology in which students
can bring the approaches of a number of disciplines to bear on a complex problem
or issue.

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 Course Outline

Learning and teaching rationale

Lack of physical activity, on top of an unbalanced diet, has resulted in a chronic disease
epidemic in contemporary Australia, centrally driven by high rates of overweight and
obesity.
Most people would like to be motivated to take steps to improve their overall health, often
by changing their physical activity habits. However, many report making frequent
resolutions to change, whilst rarely acting on them. Others find themselves starting to
make change, but failing to sustain it.
This course aims to provide you with accurate and relevant facts and tools that can be
used to improve both your and the public’s overall physical activity-related health. We
hope that as you progress through the course, you will find yourself being more aware of
the health behaviours that you and your loved ones engage in, and if these behaviours –
in particular physical activity behaviours – need to change.

Teaching strategies
All SPHCM courses use Moodle to some extent. The Moodle component of your course
is like a mini-website that holds the key resources for your course, provides online
discussion areas and a place for you to submit assignments online. If you are unfamiliar
with Moodle please visit: https://student.unsw.edu.au/moodle-support

This course is taught partially online, with 2.5 hours of indicative contact per week.

There is a 1-hour lecture each week and preparation lessons to watch online before each
lecture. The lectures are designed to be as informative, entertaining and interactive as
possible. The lectures are ideally attended in-person, partly because fun group physical
activities are organised (e.g. beach/lecture ball). However, the lectures are recorded both
visually and aurally (via Moodle), so students can opt to catch-up on lectures online

There is also a 1.5-hour tutorial each week. The tutorials are designed to encourage
participation in group activities and guided analysis of your - and the wider world’s -
physical activity habits. The in-person tutorials are monitored for attendance. As per
university policy, a minimum of 80% attendance is required. That is, out of the 10
tutorials, you can only miss a maximum of 2. If you miss more than 2, you must contact
your tutor as soon as possible to discuss your situation and/or provide documentation
explaining your absence, such as a medical certificate. Failure to do so will result in your
final assessment being refused. Doors to tutorials will be closed 15 minutes after class
begins and late attendance will be recorded as an absence.

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GENM0703 Concepts of Physical Activity, Exercise and Health

Assessment
Summary

Assessment task Length Weighting Date dues

A1: Quizzes 1-10 10 multiple choice 2% each quiz = Weekly, weeks 1-10
questions per quiz 20% total
A2: Lifestyle change project 1500 words ± 10% 20% Week 4

A3: Group presentation 3 minutes per 20% Weeks 8-10

person + extra time
for group
A4: Capstone paper 2000 words ± 10% 40% Weeks 8-10

Assignment 1 (A1): quizzes 1-10

Length: 10 multiple choice questions in each quiz
Due dates: weekly (Tuesdays 9AM), weeks 1-10
Weighting: 2% each quiz x 10 quizzes = 20% total

Task description and assessment criteria

• You will be assessed on your understanding of the course content each week
(preparation materials for lectures, lectures and tutorials).

• You have 15 minutes for each quiz.

• You can only make 1 attempt per quiz.

• Each question is worth 0.2%, therefore each quiz is worth 2%, and in total the
quizzes are worth 20%

• Quizzes will open at the end of each Tuesday’s teaching (Tuesday 230PM) and
close before the following week’s teaching (Tuesday 9AM). See the course
schedule on the last page of this course outline for exact dates.

• You will be assessed on the accuracy of your answers, and will be given grades
out of 2% and answers to the quiz questions via Moodle.

• Learning outcomes assessed: 1−6.

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Assignment 2 (A2): lifestyle change project

Length: 1500 words ± 10% (1350-1650 words)
Due date: week 4, Friday 15 March 9AM
Weighting: 20%

Task description
• You will start a lifestyle change program focusing on your physical activity levels. You will monitor your progress and write a reflective piece
documenting the process and discussing the outcomes. More details will be given during a tutorial.

• You will be marked by an academic and will be given a grade out of 20% and written feedback via Moodle’s Turnitin function.
• Learning outcomes assessed: 2-6, particularly 5.

Assessment rubric
Total (/20) High distinction (≥85%)
Student displays an
outstanding ability to
describe and explain
causes and effects of their
lifestyle habits. There is
Overall clear and consistent
demonstration of critical
thought which is supported
by an extensive range of
reliable scientific evidence.
Distinction (75−84%) Credit (65−74%) Pass (50−64%) Fail (<50%)
Student displays a Student displays an Student describes a basic Student demonstrates
thorough ability to adequate ability to knowledge and limited knowledge and
describe and explain describe and explain understanding of the understanding of the
causes and effects of causes and effects of causes and effects of causes and effects of their
their lifestyle habits. their lifestyle habits. their lifestyle habits. lifestyle habits. There is
There is good There is some There is limited no demonstration of
demonstration of critical demonstration of critical demonstration of critical critical thought and there
thought which is thought with a small thought with minimal is an absence of reliable
supported by a range of amount of reliable reliable supporting supporting scientific
reliable scientific supporting scientific scientific evidence. evidence.
evidence. evidence.

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GENM0703 Concepts of Physical Activity, Exercise and Health
Total (/20) High distinction (≥85%)
Content Content is relevant and
(/3) concisely written with
excellent demonstration of
scientific terminology.
Understanding Excellent understanding
(/10) demonstrated; outstanding
critical thinking of inter-
relationship between
physical activity and
lifestyle behaviours;
extensive comparison with
population habits and
guidelines.
Evidence and Clear demonstration of
referencing wider reading and inclusion
(/5) of additional extensive
reliable scientific evidence
beyond the minimum;
correct referencing.
Overall quality Excellent presentation;
(/2) report is very succinctly
written and logically;
excellent academic writing
demonstrated.
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Distinction (75−84%)
Content is mostly relevant
and concisely written with
demonstration of scientific
terminology.
Good understanding
demonstrated; good
critical thinking of inter-
relationship between
physical activity and
lifestyle behaviours; good
comparison with
population habits and
guidelines.
Some evidence of wider
reading and inclusion of
additional reliable
scientific evidence
beyond the minimum;
correct referencing.
Clear presentation; report
is cohesive and succinct
with good flow;
demonstrates very good
academic writing.
Credit (65−74%)
Adequate relevant
content; relatively
concisely written;
adequate use of scientific
terminology.
Adequate understanding
demonstrated; some
critical thinking of inter-
relationship between
physical activity and
lifestyle behaviours; some
comparison with
population habits and
guidelines.
Minimum number of
reliable scientific evidence
used; good attempt at
correct referencing.
Adequate presentation;
report is mostly cohesive
and succinct;
demonstrates good
academic writing.
Pass (50−64%)
Little relevant content;
limited concise writing;
limited use of scientific
terminology.
Limited understanding
demonstrated; limited
critical thinking of inter-
relationship between
physical activity and
lifestyle behaviours;
minimal comparison with
population habits and
guidelines.
Minimal reliable scientific
evidence; poor
referencing.
Poor presentation; report
is not cohesive or
succinct; is confusing;
demonstrates limited
academic writing.
Fail (<50%)
Inadequate or lacking
relevant content; absence
of concise writing; poor
use of scientific
terminology.
Lack of understanding or
factual inaccuracies; no
critical thinking of inter-
relationship between
physical activity and
lifestyle behaviours; no
comparison with
population habits and
guidelines.
Largely absent reliable
scientific evidence;
inappropriate or lack of
correct referencing.
Unsatisfactory
presentation; report is not
cohesive or succinct; is
confusing; demonstrates
poor academic writing.
 Course Outline

Assignment 3 (A3): group presentation

Length: 3 minutes per person ± 10% (2 minutes and 42 seconds - 3 minutes and 18 seconds!) + up to 3 minutes of ‘extra time’ for the entire group
Due date: week 8 Tuesday 9 April 10AM presentation file due (one person per group to submit the file), weeks 8-10 during tutorials actually give
the presentations
Weighting: 20% (15% individual mark, 5% group mark)

Task description
• In groups, you will present on an aspect of physical activity. You will be given more details and guidance in a tutorial.

• You will be marked by your tutor only and will receive an individual performance mark (worth 15%), a group performance mark (worth 5%) and written
feedback; all through Moodle.

• Learning outcomes assessed: 3, 4 and 6.

Assessment rubric
A3: group presentation assessment criteria - for individual performance mark

Total (/15) High distinction (≥85%) Distinction (75−84%) Credit (65−74%) Pass (50−64%) Fail (<50%)
Overall Student displays an Student displays a Student displays an Student displays a basic Student demonstrates
outstanding ability to thorough ability to adequate ability to knowledge of the topic, limited knowledge and
describe and explain the describe and explain the describe and explain the showing little understanding of the
chosen topic, showing chosen topic, showing a topic, demonstrating a understanding; minimal topic. There is minimal
extensive knowledge and moderate amount good knowledge and reliable supporting knowledge and reliable
supporting their work knowledge and supporting their work evidence. supporting evidence
with reliable scientific supporting their work with some reliable shown.
evidence. scientific evidence.

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GENM0703 Concepts of Physical Activity, Exercise and Health

A3: group presentation assessment criteria - for individual performance mark

Total (/15) High distinction (≥85%) Distinction (75−84%) Credit (65−74%) Pass (50−64%) Fail (<50%)
with reliable scientific
evidence.

Content and Content is relevant and Content is relevant and Content is relevant and Content is generally Content is not relevant
understanding understanding of topic is understanding of topic is understanding of topic is relevant but there is or is factually incorrect;
(/10) exceptionally well demonstrated; some reasonably limited understanding limited understanding
demonstrated; extensive critical analysis shown. demonstrated; minimal demonstrated; no critical demonstrated; no
(marks will be critical analysis shown. critical analysis shown. analysis shown. critical analysis shown.
deducted here for an
individual speaker
going over time, i.e.
over 3m18s)
Evidence and Excellent demonstration Some demonstration of Minimum amount of Little reliable scientific Absence of reliable
referencing of wider reading and wider reading and reliable scientific evidence; an attempt at scientific evidence or
(/3) inclusion of additional inclusion of additional evidence; referencing is correct referencing is irrelevant evidence
reliable scientific reliable scientific largely correct. made. used; correct
evidence beyond the evidence beyond the referencing is absent.
minimum; referencing is minimum; referencing is
correct. correct.
Presentation skills Pace, audibility, Pace, audibility, Pace, audibility, Pace, audibility, Poor pace, audibility,
(/2) confidence, and energy confidence, and energy confidence, and energy confidence, and energy confidence, and
are excellent; visual aids are good; visual aids are are adequate; some use are satisfactory; minimal energy; no visual aids.
are appropriate and appropriate and useful. of visual aids use of visual aids.
useful.

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 Course Outline

A3: group presentation assessment criteria - for group performance mark

Total (/5) High distinction (≥85%) Distinction (75−84%) Credit (65−74%) Pass (50−64%) Fail (<50%)
Clarity of group Defined objectives in Group’s objective was Group’s objective was There was a general There was no group
objectives and detail and addressed clearly outlined and was outlined and somewhat objective but no objective or summary.
message them comprehensively addressed appropriately. addressed adequately. summary. The There was a lack of clear
(/1) and clearly throughout; Information presented Information presented information provided by structure and message.
excellent flow of was understood. made some sense. the group was
Focus of overall work, information; clear sometimes confusing or
structure and message conflicting.
summing-up
Group cohesion and Group presentation was Good group cohesion, There was some group There was minimal group There was no group
timing highly polished, and each speaker gave new cohesion, minimal cohesion, some coordination, lots of
(/2) there were seamless information, slides easy information overlap, information overlapped, information overlap,
changes between to read. Speakers presentation slides some irregularities in the inconsistency in
Coordination of speakers. Visual aids contributed equally but mostly consistent. presentation slides. presentation; unequal
information between were consistent. did not interact with each Speakers mostly Some presenters contribution of
members and timing Presenters interacted other. Presentation was contributed equally. dominated. Presentation presenters. Presentation
with each other and within time. Presentation was within was just under or over was well under or over
presentation was within time. time. time.
time.
Audience Presentation was very Presentation was very Presentation was Presentation was Presentation was dull
engagement innovative, exciting, interesting and interesting. Moderate somewhat interesting. and uninteresting.
(/2) interesting. Great presented in a creative levels of audience Some attempt to engage Everyone just read off
audience engagement, way. Audience engagement. the audience, e.g. asked notes/slides. No attempt
How engaging was the e.g. participatory engagement was good. the audience a question. to engage the audience.
group’s presentation? activities.

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GENM0703 Concepts of Physical Activity, Exercise and Health

Assignment 4 (A4): capstone paper

Length: 2000 words ± 10% (1800-2200 words)
Due dates: week 8 Friday 12 April 9AM calibration AND proof paper due, week 9 Tuesday 16 April 9AM review of 2 peers’ proof
papers due and Friday 19 April 9AM final paper due
Weighting: 40% (10% peer mark, 30% final paper mark)

Task description

• The capstone paper is a culmination of learning from most of the term.

• You are to analyse a physical activity public health issue, discussing the relationships between physical activity and a particular disease
and supporting your writing with a wide range of quality scientific literature.
• Your capstone paper is worth 40% overall. You will provide a capstone paper proof that will be marked by two of your peers. You will
receive a grade out of 10% that is an average of the two grades that you receive from your two peers, e.g. if one peer’s grade for your
proof paper is 7%, and the other peer’s grade for your proof paper is 9%, you will receive a final grade of 8% out of 10% as your peer-
given mark. Your peers will also give you some feedback on how to improve your paper. This information will be provided through
Moodle’s workshop function. You can action any suggested changes that you agree with bebefore you submit your final capstone paper
through Moodle’s Turnitin function. You will receive a mark from an academic out of 30%, alongside written feedback, for your final
paper through Turnitin.
• There are several steps to this assignment. Please read the instructions below carefully.
• We are using the process of peer review for two main purposes: you have the opportunity to receive some feedback on your work before
your final assignment is submitted = formative feedback, and you will develop your judgement skills/viewing an assignment through the
eyes of an assessor!
• Since the peer review process only works when there is class co-operation, meeting the deadlines for steps 1 and 2 below is essential.
You will automatically lose -10% if you miss either deadline.
• Learning outcomes assessed: 1-6.

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Step 1: calibration and submit proof paper – both due Friday 12 April 9AM

• This step will occur within a workshop activity in Moodle.

• Calibration involves you marking a sample proof capstone paper, so that Moodle can work out how ‘hard’ or ‘soft’ you are when you
mark. The result of this will be taken into account when you are marking two peers’ proof capstone papers (see below). You will be
provided with more detailed instructions on how to do this nearer the time of the assessment.

• Submitting your proof paper – you will be required to submit a ‘near-final’, or ‘proof’, version of your capstone paper. That is, the paper
needs to be pretty-much-finished; containing the full word count, any images and complete reference list. Your paper should also not
have your name on it anywhere, as peer marking is an anonymous process (see below).

Step 2: mark two of your peers’ proof capstone papers – due Tuesday 16 April 9AM

• This step will occur within the same workshop activity in Moodle as for step 1 above.

• You will be randomly allocated two of your peers’ proof capstone papers to peer mark. You will be provided with more detailed
instructions on how to do this nearer the time of the assessment.

• This process is anonymous, so please don’t list your name on your paper.

• This step will also give you a grade out of 10%, as well as feedback from the two peers that were assigned to mark your proof capstone
paper.

Step 3: improve your proof capstone paper based on peer feedback and submit your final capstone paper – final paper is due
Friday 19 April 9AM
You may choose to incorporate some of the suggestions from your peers (from step 2 above) into your proof capstone paper in an attempt to
improve it, before you submit it as a final version. You also may not change the paper from its proof stage to final stage. Up to you!

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GENM0703 Concepts of Physical Activity, Exercise and Health

Assessment rubric
A4: capstone paper assessment criteria – for peer mark on proof capstone paper
High distinction
Total (/10) Distinction (75−84%) Credit (65−74%) Pass (50−64%) Fail (<50%)
(≥85%)
Content and All relevant content All relevant content Some relevant content Minimal relevant Absence of relevant
understanding (/7) included; excellent use included; good use of included; good use of content included; poor content or factual
of scientific scientific terminology; scientific terminology; use of scientific inaccuracies included;
terminology; extensive moderate amount of some critical analysis terminology; poor use of scientific
critical analysis critical analysis demonstrated. 4.6-5.2 descriptive report with terminology;
demonstrated. 6+ demonstrated. 5.3-5.9 no critical analysis descriptive report with
demonstrated. 3.5-4.5 no critical analysis
demonstrated. <3.5
Evidence and Clear demonstration of Some evidence of Minimum number of Minimal reliable Largely absent reliable
referencing wider reading and wider reading and reliable scientific scientific evidence; scientific evidence;
(/2) inclusion of additional inclusion of additional evidence used; good poor referencing. 1.0- inappropriate or lack of
extensive reliable reliable scientific attempt at correct 1.2 correct referencing.
scientific evidence evidence beyond the referencing. 1.3-1.4 <1.0
beyond the minimum; minimum; correct
correct referencing. referencing. 1.5-1.6
1.7+
Overall quality Excellent presentation; Clear presentation; Adequate presentation; Poor presentation; Unsatisfactory
(/1) report is very report is cohesive and report is mostly report is not cohesive presentation; report is
succinctly written and succinct with good cohesive and succinct; or succinct; is not cohesive or
logically; excellent flow; demonstrates demonstrates good confusing; succinct; is confusing;
academic writing very good academic academic writing. 0.7 demonstrates limited demonstrates poor
demonstrated. 0.9+ writing. 0.8 academic writing. 0.5- academic writing. <0.5
0.6

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 Course Outline

A4: capstone paper assessment criteria – for mark on final capstone paper
High distinction
Total (/30) Distinction (75−84%) Credit (65−74%) Pass (50−64%) Fail (<50%)
(≥85%)
Overall Student displays an Student displays a Student displays a Student demonstrates a Student demonstrates
outstanding ability to thorough ability to proficient ability to basic knowledge and limited knowledge and
describe and explain the describe and explain the describe and explain the understanding of the understanding of the
topic, showing excellent topic, showing a topic, showing minimal topic, no critical analysis topic. There is no critical
critical analysis and moderate amount critical analysis and demonstrated with little analysis and reliable
supporting their work critical analysis and supporting their work reliable supporting supporting evidence is
with extensive reliable supporting their work with some reliable evidence. not used.
scientific evidence. with reliable scientific scientific evidence.
evidence.
Content and All relevant content All relevant content Some relevant content Minimal relevant content Absence of relevant
understanding (/21) included; excellent use included; good use of included; good use of included; poor use of content or factual
of scientific terminology; scientific terminology; scientific terminology; scientific terminology; inaccuracies included;
extensive critical moderate amount of some critical analysis descriptive report with poor use of scientific
analysis demonstrated. critical analysis demonstrated. no critical analysis terminology; descriptive
demonstrated. demonstrated. report with no critical
analysis demonstrated.
Evidence and Clear demonstration of Some evidence of wider Minimum number of Minimal reliable Largely absent reliable
referencing wider reading and reading and inclusion of reliable scientific scientific evidence; poor scientific evidence;
(/6) inclusion of additional additional reliable evidence used; good referencing. inappropriate or lack of
extensive reliable scientific evidence attempt at correct correct referencing.
scientific evidence beyond the minimum; referencing.
beyond the minimum; correct referencing.
correct referencing.
Overall quality Excellent presentation; Clear presentation; Adequate presentation; Poor presentation; Unsatisfactory
(/3) report is very succinctly report is cohesive and report is mostly report is not cohesive or presentation; report is
written and logically; succinct with good flow; cohesive and succinct; succinct; is confusing; not cohesive or
excellent academic demonstrates very good demonstrates good demonstrates limited succinct; is confusing;
writing demonstrated. academic writing. academic writing. academic writing. demonstrates poor
academic writing.

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GENM0703 Concepts of Physical Activity, Exercise and Health

Adopting a critical approach to your assignments

It is important that you adopt a critical approach to the material that you obtain for
assignments, to the required readings, and to other information with which you are
presented during the course. Think about and evaluate the material which you are
reading and which you are presenting in assignments. Attempt to cast aside your
assumptions and biases and, attempt to assess the logic and consistency of the
material in light of the supporting evidence. Wide reading on a topic facilitates this.

Referencing

It is your responsibility to make sure that you understand the Harvard academic
method for acknowledging sources of information (citing references). Failure to
reference correctly may limit marks to PS or below. Guidelines for acknowledging
sources of information can be found on the following websites:
UNSW Library: http://subjectguides.library.unsw.edu.au/elise
SPHCM: sphcm.med.unsw.edu.au/current-students/student-resources
UNSW Academic Skills and Support: https://student.unsw.edu.au/skills

Submitting your A2 and ‘A4 final’ assignments

1. Assignments must be submitted via the Turnitin assignment drop-boxes (also

known as Turnitin submission points), available in the Moodle course site, by the
due date. Turnitin is a similarity detection software that enables assignments to be
checked for plagiarism including improper citation or misappropriated content.
Each assignment submitted to Turnitin is checked against the submitted
assignments of other students as well as the internet and key resources selected
by the course convenor. If you are unfamiliar with the Turnitin software, a
demonstration can be found at: https://student.unsw.edu.au/turnitin
2. You can view the originality report of your submission and resubmit as often as
you wish until the assignment due date. This will help you in self-reviewing and
revising your submission until the due date. Please note that draft assignments
submitted in this way will be regarded as the final version at the due date if you
have not uploaded a subsequent, finalised version (each file uploaded overwrites
the previous version). No resubmissions will be allowed after the due date
and time of the assignment without permission.
IMPORTANT: The first three submissions generate an originality report almost
immediately. For subsequent submissions there is a 24 hour delay between time
of submission and the originality report being available.

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3. You will need to include your student ID, course code, date and assignment title in
the header or footer on every page, and in the file name.
4. Only use your student ID to identify yourself in your assignment (DO NOT
INCLUDE YOUR NAME). All assignments submitted to the Turnitin database will
be used to determine whether other students in your course, and in the future,
have plagiarised or inappropriately included work that is not their own. Therefore,
personal details (such as your name and/or contact details which can be used to
identify you) should be removed from your papers to protect your privacy.
5. Please note, the closing time for assignments is shown in Eastern Standard Time.
Please factor this in when submitting assignments outside of NSW.
6. You are not required to submit a coversheet with your assignment. Instead, there
is a checkbox within the Turnitin submission point that you will need to tick in
order to submit your assignment. By ticking the checkbox you are confirming that
the work you are submitting is entirely original.
7. After you submit your file, Turnitin will display a digital receipt in your browser
window. If you can't see a receipt it means that you have not successfully
submitted your file. A copy of the receipt is also sent to your e-mail address. Save
the receipt and the paper ID it contains, as this is proof of a completed
submission.

Late submission

All late assignments (unless extension or exemption previously agreed) will be

penalised by 2% of the maximum mark per day (including Saturday, Sunday and public
holidays). For example, if you are given a mark of 25 out of 35 for an assignment, and
the assignment was handed in two days late, it would be penalised by 4%, and the
mark would be reduced to 23.6. If the same assignment was handed in seven days
late, it would be reduced by 14% giving you a mark of 20.1. Late work may not receive
detailed feedback.
Please note: Any assessment submission that occurs more than 14 days after the due
date for that assessment will be ineligible for marking and will receive a mark of zero.
The only exception to this rule is if a Special Consideration application has been
approved for a period that goes beyond 14 days after the due date for that
assessment.

Extension procedure (up to 3 days)

In the case of illness, misadventure or other circumstances beyond your control, you
may apply via email to the course convenor for an extension of up to 3 days. Requests
must be submitted prior to the due date and will be considered on the grounds of
illness or unforeseen events and circumstances with supporting documentation.

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GENM0703 Concepts of Physical Activity, Exercise and Health

Extensions requested on other grounds will be assessed on a case by case basis by

the Course Convenor. Requests for extension of greater than 3 days require a Special
Consideration application (see below).

Extension procedure (beyond 3 days): Special Consideration

– illness and misadventure

In cases where illness, misadventure or other circumstances beyond your control

prevent you from submitting your assessment by the due date and you require an
extension longer than 3 days then you need to formally apply for Special Consideration
through myUNSW. All applications for Special Consideration must be supported by
relevant documentation. Further information on Special Consideration can be found
on: https://student.unsw.edu.au/special-consideration

Feedback on assessment

You will be provided with individualised feedback on your assignment via Moodle. You
will be marked according to the marking assessment criteria listed for that specific
assessment task. The aim of any academic feedback for an assessment task is not
only to grade your work. Importantly, it is also to help you to identify your strengths and
weaknesses, and how you can improve and progress in your studies and professional
abilities.

Grading and marking

The SPHCM grading system supports assigning students a mark or a grade. We have
listed the grades and grade descriptors below. Please note these are used across all of
our courses to judge the quality of your assessments for assigning you a grade. They
describe the standard you have reached in addressing the particular requirements of an
assignment or project. They provide a framework for reliable assessment and
accountability, across courses. These grades and descriptors are set out below.

Grades are represented by the following symbols (and corresponding range of marks):
HD (85%-100%), DN (75%-84%), CR (65%-74%), PS (50%-64%), FL (<50%)

HD This grade represents a High Distinction. This level of performance involves all of
the characteristics of a DN performance but also a level of excellence that makes
it outstanding. The level of originality, creativity, or depth of thought and
understanding shown would be higher than normally expected for students. It
demonstrates a higher order of critical thinking and reflection than that
demonstrated at the level of DN.

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DN This grade represents a Distinction. This level of performance involves all of the
characteristics of a CR performance but also a level of originality, creativity, or
depth of thought and understanding. The work might involve a high level of
abstract thinking, or the ability to take an idea or an application into a new
context, understand the demands of that context and make modifications.
Specific assessment criteria relevant to this assignment are adequately
addressed and ALL aspects well done. (This distinguishes it from a CR in which
one or two aspects may be incomplete or otherwise not well done.)
CR This grade represents a Credit. The assignment or project comes together to
make a broadly coherent whole. The response answers the question, makes a
good argument, draws on appropriate evidence, and shows some selectivity and
judgment in deciding what is important and what is not. Communication is clear
and effective. Specific assessment criteria relevant to this assignment are
adequately addressed. (One or two aspects may not be well done but the overall
result is still MORE THAN satisfactory).
PS This grade represents a pass. The student has demonstrated understanding of
the basic aspects of the topic, but they may be minimally integrated and fail to
make a convincing coherent statement or argument. Written work may be
descriptive rather than analytical. It may rely too much on retelling other sources
such as texts and lecture notes, with little evidence that the student is capable of
transforming these into a personal understanding. Significant elements of the
assignment are treated superficially. Assessment criteria relevant to the
assignment are sufficiently addressed to warrant a PS however the overall
standard is no more than satisfactory.
FL This grade represents a clear fail. This grade is used when the student has
misunderstood the point of the assignment, or failed to address the most
important aspects of the topic. In other words a substantial failure, which would
need major work before it could be passed.
NOTE: Students are expected to meet UNSW standards of academic writing and in
particular must meet standards of referencing described by the Learning Centre.
Failure to reference correctly may limit marks to PS or below. Plagiarism or
collusion will result in an investigation by your Program Director and may result in
a penalty on your grades or a FL.

Please note these grading criteria are:

• Not intended to be a rigid formula for interpreting your result. The descriptive criteria
for each grade provides the basis for consistent standards within and across our
courses while still embracing academic judgement on how well you have achieved
the standard required.

• Applied to each assessment task within a course. That is, the grading policy is
used with each assessment task specified for a course. Your final grade for a
course is dependent on the combined sum of the grades across the number of
specified assessment tasks.

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GENM0703 Concepts of Physical Activity, Exercise and Health

• Based on a criterion-referenced assessment. That is grades are awarded on how

well a student meets the standard required for a particular assessment task,
not on how well they do compared to other students in the course.

Academic honesty and plagiarism

UNSW has an ongoing commitment to fostering a culture of learning informed by
academic integrity. All UNSW staff and students have a responsibility to adhere to this
principle of academic integrity. Plagiarism undermines academic integrity and is not
tolerated at UNSW.

At UNSW plagiarism is a form of academic misconduct and is viewed very seriously. The
following notes describe what plagiarism is and where you can obtain additional
information about it. It is part of your responsibility as a student of UNSW to ensure that
you understand what plagiarism is, so that you avoid it in any of your assignments and
other academic work.

What is plagiarism?
Plagiarism is defined as using the words or ideas of others and passing them off as your
own. Plagiarism is a type of intellectual theft. It can take many forms, from deliberate
cheating to accidentally copying from a source without proper acknowledgement. UNSW
groups plagiarism into the following categories:

• Copying: Using the same or very similar words to the original text or idea without
acknowledging the source or using quotation marks. This includes copying materials,
ideas or concepts from a book, article, report or other written document,
presentation, composition, artwork, design, drawing, circuitry, computer program or
software, website, internet, other electronic resource, or another person's
assignment, without appropriate acknowledgement.

• Inappropriate paraphrasing: Changing a few words and phrases while mostly

retaining the original structure and/or progression of ideas of the original, and
information without acknowledgement. This also applies in presentations where
someone paraphrases another’s ideas or words without credit and to piecing
together quotes and paraphrases into a new whole, without appropriate referencing.

• Collusion: Presenting work as independent work when it has been produced in

whole or part in collusion with other people. Collusion includes students providing
their work to another student before the due date, or for the purpose of them
plagiarising at any time, paying another person to perform an academic task and
passing it off as your own, stealing or acquiring another person’s academic work and
copying it, offering to complete another person’s work or seeking payment for
completing academic work. In addition, it is important that students understand that it
is not permissible to buy essay/writing services from third parties. Nor is it

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permissible to sell copies of lecture or tutorial notes as students do not own the
rights to this intellectual property.

• Inappropriate citation: Citing sources which have not been read, without
acknowledging the 'secondary' source from which knowledge of them has been
obtained.
• Self-plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own
previously written work and presents it as new findings without referencing the
earlier work, either in its entirety or partially. Self-plagiarism is also referred to as
'recycling', 'duplication', or 'multiple submissions of research findings' without
disclosure. In the student context, self-plagiarism includes re-using parts of, or all of,
a body of work that has already been submitted for assessment without proper
citation.

Where can I find more information?

In many cases, plagiarism can be the result of inexperience or poor academic skills,
rather than the deliberate intention to deceive. The University has adopted an educative
approach to plagiarism and developed a range of resources to support students, which
are outlined below.

1. UNSW’s Plagiarism & Academic Integrity Website

This site aims to address three issues that often result in plagiarism: unfamiliarity with the
concept of plagiarism; knowing how it occurs, and developing the necessary academic
skills to avoid plagiarism. As a student, you will be able to use this collection of resources
(worked examples, activities and links) to improve your all-round academic literacy and,
consequently, reduce the possibilities for plagiarism. Further information is available at:
https://student.unsw.edu.au/plagiarism and on the SPHCM website:
https://sphcm.med.unsw.edu.au/current-students/student-resources/plagiarism-academic-
integrity.

2. The Learning Centre

The Learning Centre (www.lc.unsw.edu.au) provides a range of programs and resources
for students including website materials, workshops, individual tuition and online tutorials
to aid students in:

• correct referencing practices and citation practices;

• paraphrasing, summarising, essay writing, and time management;
• appropriate use of, and attribution for, a range of materials including text, images,
formulae and concepts.

3. The Elise Study Skills tutorial

ELISE (Enabling Library & Information Skills for Everyone) is an online tutorial to help
you understand how to find and use information for your assignments or research. It will
also help you understand plagiarism and how to avoid it. The Elise Study Skills tutorial is

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GENM0703 Concepts of Physical Activity, Exercise and Health

highly recommended to students in their first term of study. See

http://subjectguides.library.unsw.edu.au/elise

Addressing plagiarism and academic misconduct

As a student you need to be aware that any allegation of plagiarism is investigated by the
School and that if the allegation is proven, the student is placed on either the Level 1
Plagiarism Register or the Misconduct Register and academic penalties may be
imposed. Any Level 3 Plagiarism case is considered serious student misconduct and is
referred to the Office of the Director Student Life and Learning for investigation and
determination.
For further information see the SPHCM Addressing plagiarism and academic misconduct
webpage: https://sphcm.med.unsw.edu.au/current-students/student-resources/plagiarism-
academic-integrity

Plagiarism varies in its extent and seriousness and procedures are in place that deal with
plagiarism through education and referral to the Learning Centre to more formal
reprimands and penalties depending on the seriousness of the plagiarism and previous
history of the student. Penalties for students found guilty of repeated plagiarism can
include a reduction in marks, failing a course, or for more serious matters, suspension or
exclusion from the University. See:
www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf and
https://www.gs.unsw.edu.au/policy/documents/plagiarismprocedure.pdf

UNSW student code

The UNSW Student Code provides a framework for the standard of conduct expected of
UNSW students with respect to their academic integrity and behaviour. It outlines the
primary obligations of students, and directs staff and students to the Code and related
procedures https://www.gs.unsw.edu.au/policy/documents/studentcodepolicy.pdf

Readings and resources

Learning resources for this course consist of the following:
1. Preparation lessons for the lectures (available in Moodle)
2. Lectures slides (available in Moodle)
3. Lecture audio recordings (available in Moodle)
4. Mandatory readings/activities after each lecture (available in Moodle)
5. Tutorial PowerPoints (available in Moodle as pdfs after each tutorial)

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Continual course improvement

Student evaluative feedback on both courses and teaching is periodically gathered. The
UNSW My Experience Evaluation tool is used along with student focus groups, student
forums, and at times additional evaluation and improvement instruments developed in
consultation with the Program Evaluation and Improvement Group, UNSW Medicine.
Student feedback is taken seriously, and continual improvements are made to the course
based in part on such feedback. Evaluation activities across the Faculty are strongly
linked to improvements and ensuring support for learning and teaching activities for both
students and staff.

Additional support to students

Guidance for using UNSW Moodle

Guidance for using UNSW Moodle, can be found at:

https://student.unsw.edu.au/moodle-support. If you still experience difficulties with
UNSW Moodle please contact External TELT Support:
Email: externalteltsupport@unsw.edu.au, Tel: 02 9385 3331

UNSW IT Service Desk

The IT Service Desk is your central point of contact for assistance and support with
UniPass, zPass, UniMail, UniWide, UNSW student email and anti-virus software.
Website: www.it.unsw.edu.au/students/index.html
Tel: +61 (2) 9385 1333
Email: itservicecentre@unsw.edu.au
Location: UNSW Library

Subject guides

Use these guides as a quick and easy pathway to locating resources in your subject
area. These excellent guides bring together the core web and print resources in one
place and provide a one click portal into the online resources.

UNSW Library Subject Guides:

http://subjectguides.library.unsw.edu.au/subjectguides

Public Health and Community Medicine Subject Guide:

http://subjectguides.library.unsw.edu.au/publichealth

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GENM0703 Concepts of Physical Activity, Exercise and Health

SPHCM contact details

Education Support Office

School of Public Health and Community Medicine
Level 2, Samuels Building
UNSW Sydney, NSW 2052, Australia
T: + 61 (2) 9385 1699, F: + 61 (2) 9313 6185, E: postgrad-sphcm@unsw.edu.au (yes,
this email address is also used for undergraduate GENM inquiries)

Other matters

Health & Safety:

https://safety.unsw.edu.au/staff-student-resources/students

Student complaints and appeals:

https://student.unsw.edu.au/complaints

Student Disability Support Services:

Students with a disability, and those with ongoing physical or mental health conditions,
who require consideration of their circumstances and support, are advised to register
with Disability Services. Registration is advisable but not obligatory. If you want to
receive support during your time at university for your disability needs then you will
need to register for disability support. See their website for details:
https://student.unsw.edu.au/disability

22 UNSW School of Public Health and Community Medicine

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Course schedule/timetable (Tues = Tuesday, Feb = February, Mar = March, Apr = April, A = assessment)
Dates Lectures Tues 905-955AM, Tutorials Tues various times 1.5h (starting at Assessments A1 quizzes, A2 lifestyle change project, A3 group presentation, A4 capstone paper
Mathews Theatre B 10AM or 1130AM or 1PM), various Mathews
rooms (101, 106 or 107)

Week 1 Introduction and fundamentals Introduction and measuring physical activity A1 quiz 1 opens Tues 19 Feb 230PM
Tues 19 Feb

Week 2 Responses to physical activity Posture and balance A1 quiz 1 due Tues 26 Feb 9AM, quiz 2 opens Tues 26 Feb 230PM
Tues 26 Feb A2 details given in tutorial

Week 3 Mental health and motivation A1 quiz 2 due Tues 5 Mar 9AM, quiz 3 opens Tues 5 Mar 230PM
Tues 5 Mar

Week 4 Types of physical activity A1 quiz 3 due Tues 12 Mar 9AM, quiz 4 opens Tues 12 Mar 230PM
Tues 12 Mar A2 due Friday 15 Mar 9AM
A3 details given in tutorial

Week 5 Physical activity and chronic disease A1 quiz 4 due Tues 19 Mar 9AM, quiz 5 opens Tues 19 Mar 230PM
Tues 19 Mar A4 details given in tutorial

Week 6 Sedentarism and technology A1 quiz 5 due Tues 26 Mar 9AM, quiz 6 opens Tues 26 Mar 230PM
Tues 26 Mar

Week 7 Athletes A1 quiz 6 due Tues 2 Apr 9AM, quiz 7 opens Tues 2 Apr 230PM
Tues 2 Apr

Week 8 Metabolism and body weight A1 quiz 7 due Tues 9 Apr 9AM, quiz 8 opens Tues 9 Apr 230PM
Tues 9 Apr A3 presentation file due Tues 9 Apr 9AM and group presentations during tutorial
A4 calibration and proof paper due Friday 12 Apr 9AM

Week 9 Life stages A1 quiz 8 due Tues 16 Apr 9AM, quiz 9 opens Tues 16 Apr 230PM
Tues 16 Apr A3 group presentations during tutorial
A4 peer review due Tues 16 Apr 9AM and final paper due Friday 19 Apr 9AM

Week 10 Fitness trends A1 quiz 9 due Tues 23 Apr 9AM, quiz 10 opens Tues 23 Apr 230PM
Tues 23 Apr A3 group presentations during tutorial

Week 11 No teaching A1 quiz 10 due Tues 30 Apr 9AM

Tues 30 Apr

UNSW School of Public Health and Community Medicine 23