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EXSC672 Theoretical Foundations of Performance Analysis

Unit rationale, description and aim

Professionals operating in applied performance analysis roles in high performance sport organisations are required to use video based analysis software and demonstrate effective and creative approaches to data management, analysis, interpretation and reporting. To undertake these tasks effectively and efficiently, performance analysts need to know the theoretical concepts that underpin performance analysis, have a detailed understanding of the types of systems and approaches for using these concepts that can be used for performance analysis, and have well developed skills in interpreting and reporting the results of the performance analysis process. Thus, this unit will build upon foundational knowledge established in EXSC672 and is designed to be a capstone unit encapsulating skills and knowledge in performance analysis in sport. To do this, and to ensure the capabilities developed in this unit are applicable in a variety of environments, the unit will involve the examination and application of performance analysis practices to a variety of sporting contexts and problems.

The aim of this unit is to support the development of industry-relevant knowledge and skills for effective performance analysis data collection, handling, interpretation and reporting in high performance sport environments.

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.

On successful completion of this unit, students should be able to:

LO1 - Describe the techniques and systems used to observe and analyse the tactical and technical aspects of sporting performance (GA5)

LO2 - Explain the appropriate use of techniques and systems used to observe and analyse the tactical and technical aspects of sporting performance (GA5)

LO3 - Plan and conduct a performance analysis strategy using industry standard video analysis software (GA1, GA7, GA9)

LO4 - Communicate key findings from a performance analysis strategy to multiple stakeholders (GA1, GA5, GA7, GA9)

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA9 - demonstrate effective communication in oral and written English language and visual media 


Topics will include: 

  • How might we implement a performance analysis process at a sporting organisation?
  • Principles of good performance analysis practices
  • Performance analysis in team and individual sports
  • Identifying and solving performance analysis problems
  • How do you know if what you are doing is having an impact?
  • Collection, management and reporting of performance analysis data
  • Working in a High Performance Unit as a contributing team member
  • How can performance analysis assist and be assisted in high performance practice
  • How to remain industry-relevant as a professional in a high performance sporting team
  • Use of video based analysis in team sport
  • Development of proficiency in using video based software (e.g. Hudl Sportscode)
  • Use of telestration software to develop and present video based information
  • Knowledge of various forms of player tracking technology and how this can be applied in technical, tactical and physical preparation of players.

Learning and teaching strategy and rationale

ACU Online

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, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.

Assessment strategy and rationale

In order to best enable students to achieve unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment methods and strategies is used to form one single integrated assessment strategy in alignment with the progressive constructivist learning sequence described in the learning and teaching strategy. This incudes:

  • Assessment 1: a task to assess student knowledge of and ability to explain the techniques, strategies, systems and technologies appropriate for conducting performance analysis;
  • Assessment 2: a task to assess the ability to design and conduct a performance analysis strategy in a designated sport; and
  • Assessment 3: a task to assess students ability to communicate the application of the knowledge and skills gained in the unit.

Students must achieve a cumulative grade of at least 50% across all assessments.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1

Design a performance analysis proposal to assess students’ knowledge of and ability to explain the techniques, strategies and systems/technologies appropriate for conducting performance analysis.


LO1, LO2


Assessment Task 2

Design and conduct a performance analysis strategy in a chosen sport to assess the ability to design and conduct a performance analysis strategy in a designated sport (or data set provided from a designated sport).


LO1, LO3

GA1, GA5, GA7, GA9

Assessment Task 3

Communication and reflection of the performance analysis plan to assess students’ ability to communicate the findings from a completed performance analysis process.



GA1, GA5, GA7, GA9

Representative texts and references

Baca, Franks, I. M., & Dancs, H. (2020). Essentials of performance analysis of sport (Baca, I. M. Franks, & H. Dancs, Eds.; Third edition.). Routledge.

McKay, J., Davids, K., Robertson, S., & Woods, C. T. (2021). An ecological insight into the design and integration of attacking principles of play in professional rugby union: a case example. International Sport Coaching Journal, 8(3), 394-399.

Passos, P., Araújo, D., & Volossovitch, A. (2016). Performance Analysis in Team Sport (1st Edition) New York, NY: Routledge.

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