Exercise Science Supervisor Assessment

Criteria	WT	PASS	HC	O	NA(A)	NA(B)	Specific Feedback*
1. Demonstrates Professional Behaviour	WT	PASS	HC	O	NA (A)	NA (B)	—
2. Demonstrates Appropriate Client Interaction and Rapport Building	WT	PASS	HC	O	NA (A)	NA (B)	—
3. Demonstrates Self-Management Skills	WT	PASS	HC	O	NA (A)	NA (B)	—
4. Demonstrates Collaborative Practice	WT	PASS	HC	O	NA (A)	NA (B)	—
5. Demonstrates Appropriate Communication Skills	WT	PASS	HC	O	NA (A)	NA (B)	—
6. Demonstrates Problem Solving and Decision Making Skills	WT	PASS	HC	O	NA (A)	NA (B)	—
7. Demonstrates Awareness of own Limitations and Displays Commitment to Ongoing Learning	WT	PASS	HC	O	NA (A)	NA (B)	—
8. Demonstrates Appropriate Screening Skills	WT	PASS	HC	O	NA (A)	NA (B)	—
9. Demonstrates Appropriate and Safe Assessment Skills	WT	PASS	HC	O	NA (A)	NA (B)	—
10. Demonstrates Appropriate and Safe Exercise Prescription	WT	PASS	HC	O	NA (A)	NA (B)	—
11. Demonstrates Appropriate and Safe Exercise Delivery	WT	PASS	HC	O	NA (A)	NA (B)	—
12. Demonstrates Appropriate Knowledge Base	WT	PASS	HC	O	NA (A)	NA (B)	—

The student is appropriate with respect to agreed expectations of dress, grooming, attitude, and behaviour
Punctual for agreed shifts and in contact in a timely manner where unforeseen circumstances (e.g. ill health or emergency) prevent them from attending placement
Compliant with your workplace administration requirements, WHS policies, AES Professional Standards, the AES Scope of Practice, the ESSA Code of Professional Conduct and Ethical Practice
Respects the rights of others in the workplace
Gains and records informed consent according to workplace protocol

The student displays appropriate self-confidence and has good interpersonal skills
Is able to influence and develop a sense of authority in their role in both one-on-one and group situations
Is empathetic (where appropriate) and creates positive, safe interactions with clients
Maintains client confidentiality
Maintains appropriate professional boundaries with client interaction

The student demonstrates ability to be safely autonomous in their role (e.g. leadership, industriousness, preparedness, willing to complete extra research, forward planning)
Displays an appropriate level of organisation skill
Demonstrates the ability to use down time and manage unforeseen events which are out of their control (can prioritise tasks)
Able to complete tasks on time
Demonstrates professional self-care (eg. seeks opportunity to debrief at the end of the day, or following stressful situations)

The student engages actively and respectfully with all team members and contributes to discussions or outcomes where appropriate
Adapts to the workplace setting
Can resolve conflicts with little support
Knows how to refer for alternative/additional services appropriately (knows and abides by own scope of practice)

Student is appropriate in terms posture, volume, tone and energy for a diverse range of clientele
Greets clients appropriately, asks open-ended questions, listens effectively
Oral, written, and non-verbal communication is appropriate within the work team and to clients
Displays a flexible communication approach. (Uses a range of communication strategies to optimise client rapport and understanding, eg for clients that are hearing impaired, non-English speaking, cognitively impaired, culturally and linguistically diverse. Uses correct technical language where appropriate, avoids jargon and uses language appropriate to the health literacy of the client.)
Can draft accurate reports, data handling and interpretation, or project work as appropriate to your worksite
Correctly utilises digital practices and technology as appropriate to your worksite (eg. software, telehealth, email, health & performance data collection devices)

The student is able to critically analyse situations and demonstrates sound evidence-based reasoning in decision making
Demonstrates independent thought and action, anticipates problems, and fills gaps
Solutions to problems are offered prior to direction from supervisors
Able to follow-through on decisions and apply effective solutions

The student recognises own professional limitations and actively engages in self-directed learning
Demonstrates self-evaluation of performance
Seeks regular feedback and improvement strategies
Responds in a positive manner to feedback and questions
Acts on constructive criticism and suggested improvement strategies, to improve future performance
Willing to take responsibility for decision making when challenged

The student structures a systematic, purposeful interview seeking qualitative and quantitative details
Politely controls the interview to be timely and obtain relevant and comprehensive information (medical history, goals, barriers etc), and build rapport
Notices and responds to important client cues (verbal and non-verbal) during interview
Correctly stratifies risk for exercise and adheres to Scope of Practice for Exercise Science
Written case / SOAP notes are clear, concise, comprehensive, and in line with workplace standards and medio-legal requirements

The student uses sound clinical reasoning for test choices, which are based on evidence-based practice, client safety, abilities, goals, and restrictions
Can clearly explain assessment procedures using correct and clear demonstrations where necessary
Has clear understanding of contraindications for assessment procedures across broad range of client conditions
Delivers assessments safely, effectively, with validity (in terms of test-retest reliability), and with client comfort in mind
Chooses, explains and uses appropriate monitoring tools (eg: RPE, dyspnoea, pulse oximetry, visual appearance / non-verbal signals, “talk tests”, verbal feedback)
Actively notices, seeks and responds to client feedback (verbal and non-verbal) and can safely modify assessments in accordance with client condition, medications (where appropriate), changing risk-factors, feedback, or findings throughout testing
Correctly interprets assessment findings and implications, and can clearly explain these to clients

The student designs client-centred exercise prescriptions that are safe, enjoyable, innovative, effective, evidence-based, and within Scope of Practice
Exercise prescriptions address client goals, training stage, functional capacity, medical history, and any other influencing factors
Can justify exercise choices based on sound clinical reasoning (after research or on the spot)
Demonstrated ability to regress or progress a program (after research or on the spot)

The student understands and can act on contraindications to exercise
Actively seeks, monitors, recognises, and acts on client feedback, signs, and symptoms (verbal and non-verbal) during exercise
Can safely modify (regress / progress) exercises immediately- on the spot- in response to client feedback (verbal and non-verbal)
Safe and effective at delivering exercise to a low-risk individual
Safe and effective at delivering exercise to a low-risk group
Safe and effective at delivering exercise to a mod-high risk client/s with medical conditions, injuries or disabilities prescribed by another qualified health professional (AES or Physio)
You are confident to briefly leave the student alone with a client and believe they would do no harm
Applies accurate and appropriate coaching and cueing

The student displays an integrated knowledge base across the client populations of your worksite suitable to their Scope of Practice (eg. in the exercise science related fields of anatomy, physiology, biomechanics, psychology, nutrition, pathophysiology, and exercise-services)
Able to describe common health or medical interventions within the Scope of Practice for Exercise Science, as appropriate to the client populations of your worksite
Able to find, critically analyse, and discuss the evidence for exercise interventions across the client populations of your worksite
Demonstrated application of theories and determinants of behaviour change, and their application in client health empowerment and self-management
Provides effective information on lifestyle behaviour and change, barrier solving, and goal setting to clients at your worksite
Accurate and meaningful educational advice is offered to clients
The student has actively developed further understanding evidence-based practice of exercise assessment, prescription, and delivery (as it relates to your workplace and within their Scope of Practice) during the placement