Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
NilUnit rationale, description and aim
In high performance sport environments, success is dependent upon the ability of leaders to leverage the capabilities and self-awareness of individuals and effectively coordinate them into a team oriented system. This unit explores the roles, responsibilities, structures and relationships that influence the team environment, as well as the individual within that team. The aim of this unit is to establish in students industry-relevant awareness, and to develop understanding, skills and behaviours, for effective leadership, communication and socially responsible practice 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.
| Learning Outcome Number | Learning Outcome Description |
|---|---|
| LO1 | Identify and evaluate the factors that influence successful team development |
| LO2 | Appraise the role of the coach and others leaders in high performance sport contexts |
| LO3 | Demonstrate use of effective communication with individuals and groups in team settings |
| LO4 | Apply knowledge of individual factors and group dynamics to effective decision making strategies |
Content
Topics will include:
- Group dynamics
- Personality, behaviour and beliefs
- Emotional intelligence
- Building trust
- Effective communication
- Performance stress management
- Leaders and teams
- Defining team roles, responsibilities and structures
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 strategies have been purposefully designed for the assessment of learning outcomes reflecting the principles of authentic assessment design and include:
Needs additional information for each advising how the task links with required learning.
- Assessment Task 1: Expert discussion
- Assessment Task 2: Case study
- Assessment Task 3: Audio/Podcast Interview
Students must achieve a cumulative grade of at least 50% across all assessments.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Expert discussion: Enables students to explore the application of unit learnings and demonstrate insight that reflects an understanding of how leadership and awareness of individuals’ personalities, strengths and differences optimise the team performance. | 20% | LO1, LO2 |
Case study: Enables students to demonstrate understanding and application of the frameworks and other unit content in decision-making. | 40% | LO1, LO2, LO3, LO4 |
Audio/Podcast Interview: Enables students to demonstrate an understanding of subject matter, an appreciation of the industry-relevant issues, and an ability to utilise on unit learnings. | 40% | LO2, LO4 |
Representative texts and references
Cole K. (1993). Crystal clear communication. New York: Prentice Hall.
Cuddy A. (2012). Your body language shapes who you are. [online] Ted.com. Available at: https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are?language=en
Goleman D (2006). Emotional Intelligence. New York, NY: Bantam
Goleman D. (2009). Emotional Intelligence: Why It Can Matter More Than IQ. NewYork, NY: Bantam
Green C. (2011). Understanding The Trust Equation. [online] Trusted Advisor. Available at: http://trustedadvisor.com/why-trust-matters/understanding-trust/understanding-the-trust-equation
Greenlees I, Bradley A, Holder T. & Thelwell R. (2005). The impact of opponents non-verbal behaviour on the first impressions and outcome expectations of table-tennis players. Psychology of Sport and Exercise, 6(1), pp.103-115.
Parkin D. and Bourke P. (2009). Captain-coach leadership. Melbourne, Vic.: Integro Systems.
Lencioni P. (2010) The Five Dysfunctions of a Team: A Leadership Fable. Milton, AUS: Wiley.
Wiley Brand (2016). DiSC Profile - What is DiSC®? The DiSC personality test explained. [online] DiSCProfile.com. Available at: https://www.discprofile.com/what-is-disc/overview/