Bachelor of Clinical Exercise Physiology - Inherent Academic Requirements | UniSC | University of the Sunshine Coast, Queensland, Australia

Accessibility links

Bachelor of Clinical Exercise Physiology - Inherent Academic Requirements

Committed to equity and diversity

At UniSC, we are committed to facilitating the integration of all students into the University community.

Reasonable adjustments in teaching and/or assessment methods can be made for students provided those adjustments do not compromise the inherent requirements of the program.

The inherent academic requirements are the fundamental skills and abilities that the student must be able to achieve in order to demonstrate the essential learning outcomes of the Bachelor of Clinical Exercise Physiology program at UniSC.

This Statement provides realistic information about the inherent academic requirements that you must meet in order to complete your chosen program and graduate. Make sure you read and understand these requirements so you can make an informed judgement about your ability to fulfil them.

External accreditation

The Bachelor of Clinical Exercise Physiology meets external Exercise and Sports Science Australia (ESSA) accreditation requirements. Key clinical exercise physiology practice skills related to accreditation requirements are embedded and assessed throughout the Bachelor of Clinical Exercise Physiology.

Graduates of the Bachelor of Clinical Exercise Physiology will have the necessary qualification to be eligible for accreditation with Exercise and Sports Science Australia (ESSA).

Skills you need

The Bachelor of Clinical Exercise Physiology program at USC has inherent academic requirements in six categories:

  • Observational skills
  • Communication skills
  • Motor skills
  • Intellectual, such as conceptual, integrative and quantitative abilities
  • Behavioural and social skills
  • Sustained Performance 

Before you enrol

If you intend to enrol in the Bachelor of Clinical Exercise Physiology at the University of the Sunshine Coast, look carefully at the inherent academic requirements listed in this statement and think about whether you might experience challenges in meeting them.

If you think you might experience challenges related to your disability, health condition or for any other reason, you should discuss your concerns with a University Ability Adviser or School staff.

Reasonable adjustments

Students with disabilities or other special circumstances may be provided with reasonable adjustment to enable them to meet the inherent academic requirements of these programs if the adjustment is:

  • logistically reasonable.
  • likely to result in the student being able to perform the skills adequately and in a timely manner.
Support and further information is available from UniSC

Observational Skills

The core observational requirements are the capacity to demonstrate adequate hearing, vision and tactile perception to safely and effectively complete tasks during laboratory practical classes, field trips, research activities, and Work Integrated Learning placements.


Adequate vision, hearing and tactile perception are required to safely and effectively complete various tasks and maintain patient safety during laboratory practical classes, field trips, research activities and Work Integrated Learning placements.

Visual observations, examinations and assessment of clients are fundamental to safe and effective clinical exercise physiology practice.


Adjustments must address the need to perform the full range of tasks required to complete the degree. Any strategies to address the effects of vision or hearing impairment must be effective, consistent and not compromise completion of assessment tasks or safety.


As a student you must be able to:

  • Make observations, accurately take measurements, handle materials, and safely operate electronic equipment using instrumentation with visual and/or auditory outputs e.g. 12-lead electrocardiograph (ECG) and treadmill; spirometer (lung function testing).
  • Observe and detect subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment of clients.
  • Observe changes in client appearance (skin colour, sudomotor and vasomotor changes, loss of facial expression) that might indicate cardiovascular and/or neurological symptoms.
  • Detect care requests from clients by calls for help or activation of a call bell.
  • Engage appropriately to a client's responses during an exercise assessment or exercise programme.
  • Detect changes in circulation, e.g. temperature.
  • Participate in and understand work, health and safety briefings.
  • Observe visual and auditory alarms, warnings and directions to ensure the safety of yourself and others during field or laboratory practical classes, field or laboratory based research activities, field trips and Work Integrated Learning placements.
  • Observe non-verbal information and cues within a multi-disciplinary group context. 

Communication Skills

Students must be able to interpret information and communicate effectively in spoken and written English with language use and style appropriate to the audience. Effective, accurate and timely interpretation, recording and transmission of information are essential for the safe and effective delivery of healthcare.


Students require adequate English language skills to understand lectures, reading materials and verbal and written instructions, to participate in group activities and to complete assessment tasks. Effective verbal and nonverbal communication is fundamental to establishing a therapeutic relationship with a client and with working in a multi-disciplinary health setting. This ability is the cornerstone to developing rapport with people and promoting trust and respect in academic and professional relationships.


Adjustments must address effectiveness, timeliness, clarity and accuracy issues to ensure appropriate support and to ensure the safety of the student and clients during Work Integrated Learning placements.


As a student you must be able to:

  • Write and present clear, concise and accurate reports, essays, oral presentations etc.
  • Write accurate client care records during Work Integrated Learning placements that meet legal and professional standards.
  • Read and understand a range of literature and information in formats that include hand written and printed text, electronic information, spreadsheets, diagrams and graphs.
  • Read and understand instructions, conditions and procedures for handling materials, undertaking experiments, operating equipment, taking measurements, and interpreting displays and outputs.
  • Integrate and summarise information in a meaningful manner.
  • Actively participate in and contribute to group assessment tasks, tutorial and/or laboratory discussions and activities.
  • Comprehend spoken English delivered at conversational speed, and written English in a variety of styles and formats common to academic and workplace settings.
  • Convey a spoken message accurately and effectively in a clinical setting.
  • Paraphrase a patient’s message to confirm understanding.
  • Convey appropriate information to other health clinicians.
  • Perceive and interpret verbal and non-verbal communication in clients including distress, a change in mood, activity or posture during Work Integrated Learning placements, in order to facilitate assessment and treatment.
  • Establish rapport with clients during Work Integrated Learning placements, and respond appropriately to requests from clients, supervisors and other health professionals in the clinical setting.

Motor skills

Students must demonstrate adequate gross and fine motor skills to safely and effectively complete tasks during laboratory practical classes, research activities, and Work Integrated Learning placements.


Gross motor function and fine motor dexterity is required to complete various tasks in the laboratory and Work Integrated Learning placements. Tasks that involve fine motor skills include being able to grasp, press, push, turn, squeeze and manipulate various objects and individuals. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to self and others. Tasks that involve gross motor skills include lifting, carrying, pushing, pulling, standing, twisting and bending.


Reasonable adjustments must facilitate functional effectiveness and safety of self and others. Such adjustments may include adaptive equipment, assistive technology, practical assistant personnel or modifications to the task which do not impact upon the academic knowledge and skills required to complete it.


As a student you must be able to:

  • Accurately manipulate equipment, instruments and materials in tests and measurements for laboratory data collection, experimentation and analyses, and health assessment and management techniques e.g. taking accurate blood pressure, applying 12-lead ECG electrodes and leads, demonstrating manual dexterity exercise therapies to clients, demonstrating fine motor tasks during activities of daily living.
  • Perform assessment techniques e.g. evaluation of upper limb, lower limb and spinal sensation and joint movement. Palpate joints, muscles and soft tissues and detect anatomical or movement abnormalities.
  • Palpate correct anatomical locations for ECG electrodes.
  • Demonstrate a variety of exercises to clients.
  • Maintain own and client's balance, while providing client support, when transferring and mobilising individuals in a safe manner.
  • Evaluate clients in a safe and effective manner, who have varying physical capacity, who are positioned on cycle ergometers, treadmills, plinths and hospital beds, on mats on the floor, on chairs and when standing.
  • Travel to, and participate in, work placements in off campus locations within reasonable timeframes. 

Intellectual skills, such as conceptual, integrative and quantitative abilities

Students must be able to collect, organise, analyse and interpret numerical and qualitative data meaningfully. Students must be able to critically analyse various forms of scientific evidence and employ logical reasoning to arrive at independent conclusions.


Conceptual, integrative and quantitative abilities are essential for the acquisition and application of knowledge in academic and professional environments.


Reasonable adjustments must support the student’s ability to acquire, analyse and apply knowledge.


As a student you must be able to:

  • Conceptualise and use appropriate knowledge to fulfil academic assessment tasks.
  • Read, interpret, synthesize and comprehend information from multiple sources.
  • Perform accurate calculations.
  • Accurately interpret data.
  • Correctly apply data, measurements and manipulate numerical criteria.
  • Interpret electronic numerical data from exercise testing equipment (e.g. 12-lead ECG, spirometers, blood pressure sphygmomanometers, pulse oximeters, BMI).
  • Enter and access information from computer systems such as Microsoft Office applications, data analysis software and databases.
  • Appropriately apply knowledge of theory, research evidence, policies and procedures in the clinical setting.
  • Use clinical equipment to assess client health and fitness outcomes.
  • Interpret client assessment data.
  • Prescribe client exercise programmes.
  • Comply with the policies of placement providers e.g. Occupational Health and Safety and mandatory requirements such as a Blue Card (Working with Children Check).

Behavioural and social skills

Students must be able to:

  • work with others and share responsibility for outcomes in a range of roles and contexts.
  • demonstrate behavioural stability and adaptability in environments which may be at times challenging and unpredictable.
  • demonstrate cultural, environmental and social awareness and ethical and reflective practice – e.g. in tutorials, workshops, laboratory practical classes and Work Integrated Learning placements.

Clinical Exercise Physiology is a profession that is governed by the ESSA Code of Conduct and Professional Practice and Scope of Practice, where accredited exercise physiologists are both accountable and responsible for ensuring safe and professional behaviour in all contexts.

See also:

  • Students must be able to work constructively and ethically in socially and culturally diverse academic and professional environments. These may include tutorials, laboratory practical classes and during Work Integrated Learning placements.
  • Compliance with the codes, guidelines and policies is essential to safe, competent interactions and relationships for students and/or the people they engage with. This ensures the physical, psychological, emotional, cultural and spiritual wellbeing of the individual is not placed at risk.
  • Clinical Exercise Physiology students will be exposed to health care, chronic disease, injury and disability contexts in which they may encounter human suffering and injustice. They will be required to have behavioural stability to manage these situations in a professional manner.

Reasonable adjustments must comply with standards and maintain ethical behaviour.


As a student you must be able to:

  • Respond appropriately and professionally to stressful situations and issues.
  • Work constructively in culturally and socially diverse groups while dealing with challenging practical and theoretical issues.
  • Demonstrate sensitivity and behave ethically.
  • Maintain the integrity of data that is collected in experimental work.
  • Adhere to any animal or human ethics requirements, where applicable.
  • Comply with medico-legal requirements relating to informed consent, privacy and confidentiality with client information in academic and clinical settings.
  • Reflect on practice and respond appropriately to constructive feedback in academic, placement and clinical settings.

Sustained Performance

Students must be able to demonstrate the ability to maintain physical, mental and emotional performance over extended and/or specified periods of time:

  • Physical skills and energy are required to perform tasks in a timely manner or over an extended period.
  • Mental and emotional skills are required to concentrate on multiple tasks for an assigned period of time.
  • Concentration skills are required to perform repetitive activities until a task is completed appropriately.

Students must be able to undertake and complete multiple tasks and activities that require both physical and mental performance at a consistent and sustained level. Activities may occur over extended periods of time.


Adjustments must ensure that performance is consistent and sustained over a given period.


As a student, you must be able to:

  • Take responsibility for personal learning and work effectively, efficiently and consistently in fast-paced time-dependent environments.
  • Perform multiple tasks in an assigned period of time, throughout classroom and field learning activities, field trips or while on Work Integrated Learning placement, with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately.
  • Provide consistent clinical exercise physiology care and management to clients over a negotiated time frame while on clinical placement.