In 2020, Jessica (& Dr Rachel Ward) redesigned a key  HESC2452 Movement Assessment & Instruction assessment item to not only better align with the 2025 strategy, incorporate the use of the innovative technologies (e.g., the Moodle workshop tool), but to also better integrate previous student feedback into course design, and engage students more deeply within the motor learning processes through peer evaluation.

To be a successful Exercise Physiologist, one must not only have an understanding of the evidence-based prescriptive guidelines for numerous health conditions, but also the ability to effectively instruct clients and patients to perform specific therapeutic exercises and movement tasks.

Best practice in movement instruction is based on evidence-based principles of motor learning and skill acquisition. HESC2452 Movement Assessment and Instruction supports 2nd year Exercise Physiology students in the development of their skills to effectively facilitate patient/client conversion of verbal instruction and visual observation into meaningful goal-directed movement, preparing them for professional practice. HESC2452 teaches the teachers.  Therefore, the course assessments include evaluation of practical-based tasks where students demonstrate appropriate and effective teaching, feedback and motivational strategies in movement instruction. Following Hughes et.al (1992) learning model, students are introduced to motor learning concepts and theories through a series of short online modules. This is further supported through the reiteration and implementation of practical-based scenarios through in-class tutorials. Just as we teach students the process of knowledge, practice, feedback, and reflection, this assessment task follows this process.

Previously such learning outcomes have been assessed through two main tasks – a) review and reflection of a pre-recorded interaction of an Exercise Physiologist and learner, followed by b) a live face-to-face movement instruction between a student and learner. Students are required to accurately determine strengths and weakness of the Exercise Physiologist’s movement instruction, in-line with key motor learning concepts taught throughout the course. Theoretically, feedback from part a, should then be used for part b, when the student would be required to implement such concepts in a face-to-face interaction with a learner. Consistent student feedback through myExperience surveys indicate a desire for increased practice movement instruction sessions prior to their live assessment.

The increased capability of online peer assessment platforms such as the Moodle Workshop tool enabled them to reconceptualise our assessment options (Cox et.al 2012). Listening to students, they altered this assessment task to include the submission and peer evaluation of a short 3-min video instructing a friend/family member/partner/ housemate in an exercise of their choosing, before completing a live movement instruction via telehealth.

Increasing autonomy in both the selection of exercise prescribed to the learner, as well as the environment this task was completed in may have aided in student learning. The Workshop tool allowed for calibration of student marking before commencing the peer evaluation phase. Students were then required to assess two (2) randomly allocated peer video submissions, using the same rubric utilised in the calibration phase. Peer assessment assisted students to reflect on both their theoretical understanding and implementation of the motor learning theory. The use of the calibration phase, coupled with multiple peer assessments, not only increased feedback provided to each student in a timely manner, but also allowed stronger reflective practices. This assessment task encapsulates the process of concept introduction, practice, feedback, reflection and adjustment before trying again through the live telehealth movement instruction.

This innovative online assessment design allowed them to not only address student desire for increased movement instruction practice, in a challenging environment, but also allowed students to engage deeper within the motor learning process. While thought provoking in setup, the Workshop tool allowed for near automation of assessment marking and the ability to run in a COVID safe online environment. Anecdotally, student performance in the final live movement instruction improved from previous years, despite the new and challenging nature of telehealth delivery.

This novel pedagogical design was presented at the UNSW Learning & Teaching forum (2020). Fifty-two (52) UNSW staff and students attended this session, where 100% reported that they 'learnt something new to support good learning and teaching', and 72% reported to 'plan to try out something they learned with their students'.