Credit points


Campus offering

No unit offerings are currently available for this unit



Unit rationale, description and aim

Grass root level sport connects with millions of youth locally, nationally, and around the world, providing large scale opportunities for positive impact physically, mentally and socially. Parents, coaches, administrators and volunteers play a significant role in shaping the ecosystems in which grass roots level sports but often do not have exposure to the broader goals of grass roots level sport or scientifically supported strategies to maximising youth engagement and performance. While those who make the largest impact grass roots sports often may not have the capacity to commit to longer tertiary courses, many are interested in smaller, more manageable education that allows them to build their skills and impact.

This micro-credential aims at connecting those who play key roles in grass level sport (i.e. parents, coaches, administrators and volunteers) with key scientific evidence in creating positive change through grass roots level sport as well as basic skills in shaping their sporting ecosystem for the better. This micro-credential is also aimed to be a key starting point for upskilling a range of stakeholders in grass roots sport, sign-posting a range of further areas that can increase their capacity for impact.

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 - Outline benefits and risks of youth involvement in sport as well as connections with progression into youth sport performance pathways (GA2, GA5, GA8)

LO2 - Evaluate key evidence in creating motivational and safe environments for youth involvement in sport (GA2, GA5, GA8)

LO3 - Formulate a one-step plan to increase engagement and a positive impact in your own local sporting ecosystem (GA2, GA5, GA8, GA9)

Graduate attributes

GA2 - recognise their responsibility to the common good, the environment and society 

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

GA8 - locate, organise, analyse, synthesise and evaluate information 

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


Topics will include:

  • Defining performance in grass roots level sport. Coming to a common starting point through exploring ideal outcomes in grass level sport, over a range timeframes and from a variety of perspectives.
  • The science of performance, in and beyond grass roots. Introducing science as a part of  evidence-based practice as well as an overviewing key scientific findings linked to ideal outcomes discussed in the first topic. The focus will be on areas of evidence that are directly applicable for the learner in shaping their own sporting ecosystem, but will also signpost areas where further learning and specialisation are possible.
  • Shaping a motivational climate in the sporting ecosystem. Evidence and simple methods in shaping a motivation climate in your own sporting ecosystem. Specifically, looking on ways to help more people want to spend more time playing your sport.
  • Evidence-based approaches in structuring grass roots games and training. An introduction to foundational movement skills as well as approaches to structuring the types of games and training that lead to engagement and performance.

Learning and teaching strategy and rationale

The learning and teaching strategies of this microcredential learning package are designed to allow students to meet its aims, learning outcomes and University graduate attributes, in a learning environment that shows respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to engage actively with unit content and learning activities.

Content for this microcredential is available in a series of modules, accompanied by quiz assessments focused on demonstrating foundation knowledge of key concepts as the student progresses. This foundation knowledge is then built upon through inquiry-based activities that can be completed individually and/or in groups. These inquiry-based activities facilitate a deeper understanding and application of the content, as well as preparing students for each assessment item.

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. Assessment strategies include quiz assessments to assess foundation understanding of key concepts, and a presentation that enables student to demonstrate understanding and capacity to implement evidence-based strategies for creating a positive impact in grass roots level sport.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Content Quiz.

An assessment which examines foundation understanding of module concepts. The assessment is structured to consist of 5 mini-quizzes (30 MCQ/interactive questions total), which are to be completed prior to the inquiry-based activities.


LO1, LO2

GA2, GA5, GA8

Creating an Impact in Grass Roots Project.

Development of a one-step plan to create a positive impact in a local grass-roots sports ecosystem. This plan is to be based on one or more areas of scientific evidence, as well as being achievable within the learner’s current capacity.


LO1, LO2, LO3

GA2, GA5, GA8, GA9

Representative texts and references

Australian Sports Commission (2019) The Australian Physical Literacy Standard. Australian Government. Available at:

Cote, J., & Vierimaa, M. (2014). The developmental model of sport participation: 15 years after its first conceptualization. Science & Sports29, S63-S69.

Occhino, J. L., Mallett, C. J., Rynne, S. B., & Carlisle, K. N. (2014). Autonomy-supportive pedagogical approach to sports coaching: Research, challenges and opportunities. International Journal of Sports Science & Coaching9(2), 401-415. 

Renshaw, I., Davids, K., Newcombe, D., & Roberts, W. (2019). The Constraints-Led Approach: Principles for Sports Coaching and Practice Design. Routledge.  

Vealey, Robin S., and Melissa A. Chase. Best practice for youth sport. Human Kinetics, 2016.

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