Unit rationale, description and aim
The development of elite sports systems has traditionally focused on the optimal performance of the athlete. Increasingly, however sport has been faced with the need to consider the development of its 'star performers' from a much more holistic and 'human' perspective. This unit will highlight the importance of an understanding of sport as the context and the athlete as a person to the effectiveness of the sport scientist and administrator. Content knowledge in the unit will investigate holistic athlete development from three perspectives. Firstly, from an organisational perspective of the structures that have developed within Australian sport to cater for the needs of athletes both on and beyond the playing field. Secondly, from the perspective of the legal and ethical responsibilities which sport is obliged to assume for the well-being of its employees. Thirdly, a more strategic perspective is adopted which draws on contemporary human resources knowledge to propose an array of benefits that can accrue to organisations that develop and implement an athlete welfare program that is based on recognising the human dignity of the athlete and the spirit of sport. This unit aims to address the issue of holistic athlete development from each of these three perspectives.
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.
Discuss careers in sport within the framework of t...
Learning Outcome 01
Outline the interactions of athletic, individual, ...
Learning Outcome 02
Critically discuss the management of elite athlete...
Learning Outcome 03
Develop strategies for a holistic perspective for ...
Learning Outcome 04
Content
Topics will include:
Sport as a career:
- The historical context – the evolution of western sports systems, from the cold war to globalisation.
- The sports field as a regulated industrial workplace – the role of the player associations, collective bargaining, etc.
- When the fulltime whistle blows – the focus on Athlete Career Education (ACE) and the dual career notion.
Expected capabilities:
- Holistic development of the athlete – the athlete as person.
- Preparing the body – systems that impact on performance
- Psychological needs and appropriate support
The athlete brand:
- The meaning of a personal brand
- Identifying relevant personal and sport related brand attributes
- Meeting employer and market expectations as an athlete
- The athlete as a person - could this be a source of competitive advantage?
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:
- Assessment Task 1: a written task, to assess understanding and application of the unit content and communication of argument;
- Assessment Task 2: quizzes, to assess knowledge and understanding of the unit; and
- Assessment Task 3: a business case, to assess critical thinking, and application of unit learnings.
Students must achieve a cumulative grade of at least 50% across all assessments.
Overview of assessments
Assessment Task 1 Written Assignment: Enables st...
Assessment Task 1
Written Assignment:
Enables students to evaluate current practices and associated structures that support athletes into, within and after their sporting careers
30%
Assessment Task 2 Quizzes: Enables students to d...
Assessment Task 2
Quizzes:
Enables students to demonstrate understanding of and familiarity with major concepts and literature underpinning the unit content.
30%
Assessment Task 3 Business Case: Enables student...
Assessment Task 3
Business Case:
Enables students to present a case outlining the need to invest in holistic welfare and development, including reference to moral, ethical performance and business principles.
40%
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.