Unit rationale, description and aim
Designing and delivering practice sessions in a high performance sport setting requires well-developed communication, analytical and reflective skills. High performance sport coaches must be able to concisely and impactfully identify critical areas of improvement and provide feedback to develop psychosocial elements, technical and tactical performance across a spectrum of activities and to a diverse audience. To successfully complete this work, coaches need to apply their understanding of theoretical frameworks and pedagogical approaches (developed in EXSC648 Coaching Theory in High Performance Sport) to enable impactful teaching. They will reflect on their coaching practices and how they are received by the athletes and teams, and understand how to manage a coaching staff.
The aim of this unit is to develop coaching practices and apply them in high performance sport settings to enable coaches to work effectively with high-level athletes.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Outline a practice session for athletes in a high ...
Learning Outcome 01
Deliver practice sessions underpinned by theoretic...
Learning Outcome 02
Understand skill acquisition and coaching framewor...
Learning Outcome 03
Evaluate the effectiveness of practice sessions de...
Learning Outcome 04
Content
Topics will include:
- Practice session delivery in High Performance Sport.
- Skill acquisition frameworks.
- Communication with diverse populations across the High Performance Sport sector, including Aboriginal and Torres Strait Islander backgrounds.
- Evaluation of coaching performance.
Assessment strategy and rationale
In order to best enable students to achieve unit learning outcomes and develop graduate capabilities, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies has been purposefully designed for the assessment of learning outcomes reflecting the principles of authentic assessment design.
- Assessment Task 1: Practice Session Discussion Post - Students are required to engage with the discussion board, posting a short blurb regarding a coaching session they may implement as a coach.
- Assessment Task 2: Practice Session Feedback - This task requires students to run a practice session with a group and request anonymous feedback regarding components of their coaching.
- Assessment Task 3: Practice Session Reflection - This task builds on Assessment Task 2 where, based on the feedback in the previous assessment task, students must reflect on their coaching with reference to supporting literature.
To pass the unit, students must demonstrate achievement of every unit learning outcome and obtain a minimum cumulative mark of 50%.
Overview of assessments
To pass the unit, students must demonstrate achievement of every unit learning outcome, and obtain a minimum cumulative mark of 50%.
Assessment Task 1 - Practice Session Discussion P...
Assessment Task 1 - Practice Session Discussion Post
Students are required to engage with the discussion board, posting a short blurb regarding a coaching session they may implement as a coach.
10%
Assessment Task 2 - Practice Session Feedback St...
Assessment Task 2 - Practice Session Feedback
Students run a practice session with a group and request anonymous feedback regarding components of their coaching.
40%
Assessment Task 3 - Practice Session Reflection ...
Assessment Task 3 - Practice Session Reflection
Based on feedback of the previous assessment, students must reflect on their coaching with reference to supporting literature.
50%
Learning and teaching strategy and rationale
Online Unscheduled:
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding and application, and to engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.