Outline

Overview

This unit examines the physiological and psychological factors that affect athlete performance. Emphasis is placed on linking the theory to practice where an understanding of training practices and principles can be applied to improving performance of athletes.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDHP2005 Sport Science for HPE 1
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Claire Marvell, claire.marvell@sydney.edu.au
Tutor(s)	Donna O'Connor, donna.oconnor@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Plan and Presentation Plan and Presentation	30%	Multiple weeks	1000 words equivalent
Outcomes assessed:
Presentation	Debate Debate	30%	Week 04 Due date: 17 Mar 2023 at 09:00	1500 words equivalent
Outcomes assessed:
Assignment	Case study Written Task	40%	Week 12 Due date: 19 May 2023 at 23:59	2000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment: Debate (30%)

As a PDHPE teacher, you will be expected to have opinions on controversial topics and to be able to back your opinions with scientific evidence and reason. As a way of developing these skills you will participate in a debate as part of your assessment.

Students will work within a team of three. Teams will be randomly allocated to a topic (and the relevant proposition) and to either the affirmative or negative side of the debate. Each team member will speak for an allocated time on their topic starting with the first speaker from the affirmative side.

- The first speaker will introduce the topic and outline the arguments to be used by their team. They will begin to explain these arguments.

- The second speaker will continue to explain and rationalize the arguments of their team, building on the arguments and presenting evidence to support these.

- The third speaker will further the arguments of their team plus summarise and conclude the overall argument.

Where possible, all speakers should try to provide supporting evidence from relevant scientific literature for their arguments.

At the completion of each teams’ arguments, both teams will be given time to prepare and ask the opposition 2 questions. The responding team will have 1 - 2 minutes to answer each question. These questions should probe the oppositions’ arguments in an attempt to rebut their position.

To accompany the debate:

- Each team must upload a summary paper (500 words) that outlines their arguments (with supporting references and examples) prior to the start of the debate (i.e. one summary per team).

- Individual students must then upload an individual 500 word reflection that reflects on the overall value of debates as a learning tool as well as their experiences within the debate. This should be uploaded one week after the debate.

Possible Topics:

• Early sporting specialisation rather than diversification is the most beneficial sport development path for producing elite athletes.
• The use of performance enhancing drugs should be permitted in professional sports.
• Genes and talent are over-rated, and great sports people achieve expert performance not because of genetic factors or ‘talent’, but because they accumulate enormous volumes of deliberate practice.
• Sensors and wearable technologies (fitness trackers) increase population physical activity levels.
• The use of technology to assist decision-making has had a negative effect on the performance of umpires and referees and has been overall negative for sports.
• Elite sport is harmful to the health and wellbeing of athletes post their athletic career.

Assessment: Plan and Presentation (30%)

This task is in two parts:

Part A – ICT based lesson plan (15%)

Using an allocated area of the stage 6 syllabus (relevant to sports science) you will be required to develop a lesson that would sustain 40 – 50 minutes of idependent, small group learning for stage 6 students. The lesson should require students to engage with ICT and should also embedded literacy and/or numeracy within a part of the lesson.

The lesson plan/learning resource MUST be original, but you can use a range of other resources to create yours. Please DO NOT just re-create resources such as PDHPE.net.

Part B - Presentation (15 minutes) (15%)

You will present a professional development session around the content area that is the focus of your teaching resource developed in Part A. The aim of the presentation is to upskill your peers in the content area of your resource. Whilst you may make mention and briefly show your resource, this is NOT the aim of the session. The main aim of the presentation is to add value to your peers’ knowledge and understanding of the content rather than just to showcase your resource. In doing so, you must adopt the role of the content expert.

Assessment: Case Study (40%)

This task is in two parts:

Part A: Case Study & Questions (700 - 800 words)

In the HSC module "Improving Performance" one of the suggested teaching strategies involves students examining two athlete case studies to analyse the differing training methods. This task is designed to develop your ability to write authentic case studies whilst at the same time allowing you to demonstrate your knowledge and understanding of the content addressed across the unit.

In this task, you will develop a case study of an athlete detailing a range of issues relating to the athlete. The case study should detail background information about the athlete such as their sport/event, level of competition, current training program, goals etc. The case study should then highlight at least two concerns the athlete is facing. These concerns could include anxiety, motivation, training factors such as overtraining or recovery, physiological adaptations, measurement and evaluation of fitness, supplement use etc.

The case study should be well developed and authentic and MUST reflect and elite athlete.

From the case study you should then develop four questions relating to the athlete. These questions would be questions the athlete could ask an expert in order to improve their performance. The questions should be logical extensions from the case study detail and must address at least 2 different areas of the unit content.

The content areas are as follows:
• Training factors (types of training, principles of training, overtraining)
• Planning of training
• Physiological adaptations
• Recovery principles
• Psychological asepcts (motivation, anxiety and arousal)
• Ergogenic aids

Part B: Evidence Based Responses (1400 - 1600 words)

You will also have to provide the answers to the questions using relevant academic literature to support your responses. In providing these evidence based responses you will be required to demonstrate your depth of knowledge and understanding of the unit content.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Further assessment details and full marking criteria are available via canvas,

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Marks will be deducted for late submission as per policy

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit: aims, content and assessments • Re-visiting Sports Science for HPE1 – establishing prior knowledge • Principles of Fitness	Lecture and tutorial (3 hr)
Week 02	Training Strategies • Anaerobic – strength, speed and power • Aerobic • Flexibility	Lecture (1 hr)
Week 02	Practical Workshop • Types of Training	Tutorial (2 hr)
Week 03	Energy Systems and Training • Training adaptations and specificity	Lecture (1 hr)
Week 03	Practice Debates • Preparing for assessment #1	Tutorial (2 hr)
Week 04	Assessment #1 Debate • See allocations for debate order and time schedule	Workshop (3 hr)
Week 05	Periodisation • Planning the training schedule • Tapering and Peaking	Lecture (1 hr)
Week 05	Practical Workshop • Fitness Testing • Protocols and evaluation of tests	Tutorial (2 hr)
Week 06	Training and Recovery Principles • Recovery Strategies	Lecture and tutorial (2 hr)
Week 06	Assessment #2 Part 2 ICT Teaching Resource Presentations	Presentation (1 hr)
Week 07	Measurement and Evaluation of Fitness and Skills • Interpretation of fitness data • Embedding of numeracy with HPE	Lecture and tutorial (2 hr)
Week 07	Assessment #2 Part 2 ICT Teaching Resource Presentations	Presentation (1 hr)
Week 08	Psychological Aspects of Performance • Motivation, anxiety and arousal	Lecture and tutorial (2 hr)
Week 08	Assessment #2 Part 2 ICT Teaching Resource Presentations	Presentation (1 hr)
Week 09	Psychological Aspects of Performance • Skill aquistition and performance • Pyscholgical testing for performance (anxiety and arousal simulation tests)	Lecture and tutorial (2 hr)
Week 09	Assessment #2 Part 2 ICT Teaching Resource Presentations	Presentation (1 hr)
Week 10	Performance and Ergogenic Aids • Ethical issues is sport – contemporary and historical aspects	Lecture and tutorial (2 hr)
Week 10	Assessment #2 Part 2 ICT Teaching Resource Presentations	Presentation (1 hr)
Week 11	Sports Injury • Major injury types, recovery and rehabilitation – case studies • Preparation for mini-conference	Lecture and tutorial (2 hr)
Week 11	Assessment #2 Part 2 ICT Teaching Resource Presentations	Presentation (1 hr)
Week 12	Mini-conference • Poster presentations	Workshop (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Adams, M., & Costa, A. (2013). Teaching that changes lives. San Francisco: Berrett-Koehler Publishers.

Afremow, J. (2014). The champion’s mind: How great athletes think, train and thrive. Emmaus, Penn: Rodale Books.

Baechle, T. R., & Earle, R. W. (2008). Essentials of strength training and conditioning. Champaign, IL: Human Kinetics.

Bell, L., & Ingle, L. (2013). Psycho-physiological markers of overreaching and overtraining in endurance sports: A review of the evidence. Medicina Sportiva, 17, (2), 81 – 94.

Booth, M., & Orr, R. (2016). Effects of plyometric training on sports performance. Strength and Conditioning Journal, 38(1), 30-37.

Brewer, B. W., Wiley InterScience (Online service), & IOC Medical Commission. Sub-Commission on Publications in the Sport Sciences. (2009). Sport psychology. Hoboken, NJ; Chichester, West Sussex, UK;: Wiley-Blackwell.

Brukner, P. D., & Khan, K. (2012). Brukner and Khan’s Clinical Sports Medicine (4th ed.). Sydney: McGraw Hill.

Buchanan, D., O' Connor, D., McLean, J., & Ingram, K. (2009). Peak Performance 2. South Yarra, Vic: Macmillan.

Buchanan, D., O' Connor, D., McLean, J., & Ingram, K. (2010). Peak Performance 1. South Yarra, Vic: Macmillan.

Bundy, M., & Leaver, A. (2010). A guide to sports and injury management. Edinburgh: Churchill, Liveingstone.

Dweck, C. (2006). Mindset: The new psychology of success. New York: Ballantine Books.

Farrow, D,, & Robertson, S. (2017). Development of a Skill Acquisition Periodisation Framework for High Performance Sport. Sports Medicine. 47 (6), 1043 – 1054.

Joyce, D., Lewindon, D., & ProQuest (Firm). (2014). High-performance training for sports. Champaign, IL: Human Kinetics.

Hanrahan, S. J. A. M. B. (2010). Routledge Handbook of Applied Sport Psychology. Florence: Taylor and Francis.

Hodges, N., & Williams, A. (2012). Skill acquisition in sport research, theory and practice (2nd ed.). Milton Park, Abingdon, Oxon; Routledge.

Kenney, W. L., Wilmore, J., & Costill, D. (2011). Physiology of Sport and Exercise. Champaign, IL: Human Kinetics.

Kremer, J. (2012). Key concepts in sport psychology. London: SAGE.

McMorris, T. (2014). Acquisition and performance of sports skills (2nd ed.). Hoboken: Wiley.

Powers, S. K., Howley, E. T., Cotter, J., Pumpa, K., Leicht, A., Rattray, B., De Jong, X. J. (2014). Exercise physiology: Australia & New Zealand. North Ryde, NSW: McGraw-Hill Education (Australia) Pty Ltd.

Robson-Ansley, P. J., Gleeson, M., & Ansley, L. (2009). Fatigue management in the preparation of olympic athletes. Journal of Sports Sciences, 27(13), 1409-1420.

Thorpe, R. T., Atkinson, G., Drust, B., & Gregson, W. (2017). Monitoring Fatigue Status in Elite Team-Sport Athletes: Implications for Practice. International Journal Of Sports Physiology & Performance, 12S2-27-S2-34.

Weinberg, R., & Gould, D. (2010). Foundations of Sport and Exercise Psychology (5th ed.). Champaign, IL: Human Kinetics.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. critically evaluate the theories and principles that underlie practices that are designed to improve performance or achieve health benefits for a variety of participants
LO2. apply research based knowledge to design and evaluate training programs for specific outcomes and specific populations
LO3. understand the safety and ethical requirements for sport, training and learning
LO4. articulate your position on a controversial topic supported by research evidence
LO5. work collaboratively and co-operatively together
LO6. design creative, challenging and student centered learning and teaching experiences that are outcome based and cater for a diverse student population.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses. Feedback from 2021 reported favourably on the unit’s content and assessment tasks.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDHP4001: Sport Science for HPE 2

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links