Unit rationale, description and aim
This unit is designed for physiotherapists working in sporting or clinical environments who may currently hold leadership or managerial positions or aspire to do so. They would therefore require skills and knowledge to further their understanding of leadership principles, management processes and business processes. Physiotherapists should be able to mentor junior team members and advocate for services for clients, teams and athletes as required.
For completion of this unit, students are required to be working in or have worked in the sporting/ clinical environment, to draw on their experiences. Students will draw on their previous clinical experience and the content from PHTY618 to design, develop and present a business case for a project which may be in the form of advocating for new evidence-based practice services, tendering to work as a physiotherapist for a sporting team, proposing a new sports clinic or clinical service delivery, leading a multidisciplinary team in a high performance sport or clinical setting and/ or managing medical services for a sporting event or tournament.
The aim of this unit is to equip students with knowledge and skills to lead and manage a team or service within a sports or clinical setting and to advocate for and implement best practice approaches.
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.
Acquire, select and interpret information related ...
Learning Outcome 01
Critically analyse and synthesise knowledge and sk...
Learning Outcome 02
Apply knowledge and skills in leadership, manageme...
Learning Outcome 03
Content
Topics will include:
Within the context of practice for sports and exercise physiotherapists:
- Legal considerations (e.g. registration, documentation, scope of practice, negligence, indemnity insurance)
- Leadership principles (including):
- Leadership, theories, models and styles
- Communication for leadership, including cultural awareness and conflict resolution and negotiation
- Ethics, responsibility and codes of conduct
- Professionalism and governance in sport
- Leading change of practice and or initiatives
- Cultural awareness
- Time management and productivity
- Management principles (including):
- Operations management:
- Business planning and project development (e.g. business plan templates)
- Tendering for services
- Responsible utilisation of resources
- Workplace, health and safety
- Risk management and audit
- Continuous quality improvement
- Human Resource Management (including):
- Organisational culture in high performance sport
- Work environment and the multidisciplinary team
- Contracts and enterprise agreements
- Management of staff with respect to prevention of burnout
- Self-management
- Advocacy and Marketing principles, including advocating for player safety and wellbeing
- Finance and Accounting principles (introductory)
Assessment strategy and rationale
ACU Online and Online
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. The assessment strategy in this unit has been designed to support and assess on-the-job learning. The sequence of assessment tasks include:
- Assessment 1: An oral presentation, to assess students' ability to communicate a business case for a project to lead, manage or advocate for a team or service within a sports, high performance, active community or clinical setting.
- Assessment 2: A written task to assess student competency in the designing, development and writing of a business case for a project to lead, manage or advocate for a team or service within a sports, high performance, active community or clinical setting; and
In order to ensure students have achieved each learning outcome, to pass this unit, a student must attain a minimum of 50% in each of the assessment tasks.
Overview of assessments
Assessment Task 1 Oral presentation: Requires st...
Assessment Task 1
Oral presentation:
Requires students to demonstrate critical thinking and communication skills in presenting (pitching) a business case for a project to lead, manage or advocate for a team or service within a sports, high performance, active community or clinical setting.
40%
Assessment Task 2 Written task: Requires students...
Assessment Task 2
Written task:
Requires students to demonstrate their ability to design, develop and write a business case for a project to lead, manage or advocate for a team or service within a sports, high performance, active community or clinical setting.
60%
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.
The overall strategy is a constructive journey from content knowledge to understanding to application. The unit uses online delivery focused on content (e.g. readings, recorded lectures) and developing students' understanding and skills of application (e.g. discussion forums and tutorials). Content delivery takes an evidence-informed approach using real-life scenarios to explore and extend knowledge, understanding and skills of leadership, business management and advocacy. By learning to design, develop and present a business case to lead, manage or advocate for a team or service within a sports, high performance, active community or clinical setting, students will implement knowledge gained in this unit in real life scenarios, to enable them to work effectively as a leader, professional, advocate and collaborative practitioner.
Throughout, the strategy that supports student learning will reflect respect for each individual as an independent learner. Students will be expected to take responsibility for their learning and participate actively in all learning activities, including through the online environment.
Students are encouraged to contribute to weekly discussions asynchronously. Students are provided with active learning opportunities to practice and apply their learning in their work environment. 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.
Online
This unit is delivered in an online mode. The overall strategy is a constructive journey from content knowledge to understanding to application.
The unit uses online delivery focused on content (e.g. readings, recorded lectures) and developing students' understanding and skills of application (e.g. discussion forums and tutorials). Content delivery and discussion forums consider an evidence-informed approach using real-life scenarios to explore and extend knowledge, understanding and skills of leadership, business management and advocacy. By learning to design, develop and present a business case to lead, manage or advocate for a team or service within a sports, high performance, active community or clinical setting, students will implement knowledge gained in this unit in real life scenarios, to enable them to work effectively as a leader, professional, advocate and collaborative practitioner.
Throughout, the strategy that supports student learning will reflect respect for each individual as an independent learner. Students will be expected to take responsibility for their learning and participate actively in all learning activities, including through the online environment.