Unit rationale, description and aim
High performance sport coaches are required to design and implement effective practice sessions to improve technical and tactical performance across a spectrum of activities to a diverse audience, while taking into account various psychosocial aspects. To successfully complete this work, coaches need to possess an understanding of underlying theoretical frameworks and pedagogical approaches to enable effective teaching. Applying these approaches can enhance the coach's ability to interpret specialist reports relating to teams and individuals, develop effective session plans, and influence performance through effective communication. The aim of this unit is to develop content-specific knowledge of coaching theory and its application in high performance sport settings, to enable coaches to effectively instruct high-performing 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.
Describe the role of a coach in a high-performance...
Learning Outcome 01
Understand theoretical frameworks and pedagogical ...
Learning Outcome 02
Design specialised training sessions adhering to c...
Learning Outcome 03
Evaluate the appropriateness of training sessions ...
Learning Outcome 04
Content
Topics will include:
- Theoretical frameworks applied in High Performance Sport coaching.
- Pedagogical approaches relating to High Performance Sport coaching.
- Session design and planning.
- Interpreting and actioning reports relating to athletes.
- Communication with diverse populations across the High Performance Sport sector, including Aboriginal and Torres Strait Islander backgrounds.
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, and include:
- Assessment Task 1: Coaching Experience Discussion post - Students engage with the discussion board, posting a short blurb regarding their coaching experience and their interpretation of the role of a coach;
- Assessment Task 2: Training Session Design - Builds on Assessment Task 1, requiring the student to design a training session in their sport of choice, justifying the plan with reference to underlying theoretical frameworks, in order to assess depth and breadth of understanding and application of unit content.
- Assessment Task 3: Coaching Case Study Critique - Students are provided with multiple case studies of coaching scenarios for their critically appraisal.
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 mark of 50% in graded units.
Assessment Task 1 - Coaching Experience Discussio...
Assessment Task 1 - Coaching Experience Discussion post
Students are required to engage with the discussion board, posting a short blurb regarding their coaching experience and their interpretation of the role of a coach.
10%
Assessment Task 2 - Training Session Design Stud...
Assessment Task 2 - Training Session Design
Students design a training session in their sport of choice, justifying the plan with reference to underlying theoretical frameworks.
40%
Assessment Task 3 - Coaching Case Study Critique ...
Assessment Task 3 - Coaching Case Study Critique
Multiple case studies of coaching scenarios are presented and critically appraised by students.
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 current or 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.