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	Louisa Peralta, louisa.peralta@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	ICT Resource and Presentation Resource and Presentation	30%	Multiple weeks	1000 word equivalent	AI allowed
Outcomes assessed:
Debate	Debate Debate	30%	Week 06 Due date: 08 Sep 2025 at 09:00	1500 word equivalent	AI allowed
Outcomes assessed:
Case studies	Case Study Written task	40%	Week 12 Due date: 31 Oct 2025 at 23:59	2000 words	AI allowed
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). Submitted on the day of the debate by 9.00am by one team member.

- 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. Submitted one week after the debate by each individual (11.59pm, Friday 22 March)

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 task: ICT Teaching and Learning Resource and Presentation

This task is in two parts:

Part A – ICT based teaching and learning resource (15%) (50 min lesson)
Students are required to develop an informative, engaging and student centred teaching and learning activities for an allocated area of the stage 6 Health and Movement Science syllabus. In developing the activities, the student must embed an original and creative use of ICT within the 50 mins of learning.

The teaching and learning activities MUST be original, but the use of other resources is permitted. Please ensure that external resources are referenced as per APA guidelines.

Part B - Teaching Presentation (25 minutes) (15%)

Students will select a couple of the teaching and learning activities and deliver these to their peers in a micro-teaching session. Within this micro-teaching students must select 2 of the following teaching/learning episodes:
1. opening whole group activity with the aim of knowledge development
2. transition into a student centred activity with sufficient challenge for diverse learners where students are applying knowledge
3. concluding activity where the teachers are using formative assessment to gather (and act on) evidence of learning.

Assessment: Case Study Development and Answers
Part A: Case Study & Questions (700 - 800 words)
In the stage 6 syllabus one of the suggested teaching strategies involves students examining two athlete case studies to analyse 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 for an already ELITE athlete.

From the case study you should then develop three 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 3 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 your answers to the questions using 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.

Full task instructions, criteria and rubrics are available on canvas.

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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

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	Types of training and training methods : anaerobic – strength, speed and power; aerobic and flexibilityand the FITT principle.	Lecture and tutorial (3 hr)
Week 03	Energy Systems and Training : training adaptations (physiological responses) and specificity, nutrition and energy systems	Lecture and tutorial (3 hr)
Week 04	Practice Debates : preparing for assessment #1	Lecture and tutorial (3 hr)
Week 05	Periodisation • Planning the training schedule • Tapering and Peaking	Lecture and tutorial (3 hr)
Week 06	Debates: the debates assessment will be run during the 3 hour session (schedule to be confirmed via canvas)	Lecture and tutorial (3 hr)
Week 07	Training and recovery strategies, including injury prevention and management Assessment #2 Presentations	Lecture and tutorial (3 hr)
Week 08	Psychological Aspects of Performance and Movement: skill acquisition and performance Assessment #2 Presentation	Lecture and tutorial (3 hr)
Week 09	Psychological Aspects of Performance and Movement: motivation, anxiety, arousal, self efficacy etc Assessment #2 Presentations	Lecture and tutorial (3 hr)
Week 10	Performance and Ergogenic Aids: ethical issues in sport – contemporary and historical aspects Assessment #2 Presentations	Lecture and tutorial (3 hr)
Week 11	Sports Injury: major injury types, recovery and rehabilitation – case studies Assessment #2 Presentation	Lecture and tutorial (3 hr)
Week 12	Applying content knowledge to the new Health and Movement Science Stage 6 syllabus. Assessment #2 Presentations	Lecture and tutorial (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 2023 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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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