Year
2024Credit points
10Campus offering
Prerequisites
EXSC230 Motor Control and Learning
Unit rationale, description and aim
The constant evolution of tactics and strategic innovations in sport means that contemporary knowledge and skills in performance analysis are required by professionals operating in applied and analytic roles in high performance sport organisations. The aim of this unit is to build on principles of exercise and sport science to provide students with the ability to objectively and subjectively analyse sporting performance using contemporary approaches.
This unit will introduce the key concepts of performance analysis and how it can be applied in different sporting contexts, with an emphasis on what performance is, the evolution of performance analysis, and the application of different techniques and technologies.
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 | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Demonstrate knowledge in a variety of notational and motion analysis systems employed in applied sport science | GC1 |
| LO2 | Use techniques and technologies for performance analysis and generate reports appropriate for end-users | GC1, GC2, GC8, GC10, GC11 |
| LO3 | Analyse, interpret and apply information from appropriate techniques and technologies in performance analysis | GC1, GC2, GC7, GC8, GC10, GC11, GC12 |
Content
Topics will include:
- Performance, what is it?
- The evolution of performance analysis evolved
- Tactics and strategy in sport
- Performance profiling and monitoring
- Performance analysis in team and individual sports
- Collection, management and reporting of performance analysis data
Learning and teaching strategy and rationale
Learning and teaching strategies include active learning, web-based learning, case-based learning, and reflective/critical thinking activities, which will be delivered over 12 weeks. This range of strategies will provide students with appropriate access to required knowledge and understanding of unit content. These strategies will allow students to meet the aim, learning outcomes and graduate attributes of the unit, as well as professional practice standards. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively within group activities and tutorial sessions.
Assessment strategy and rationale
In order to best enable students to demonstrate unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies are used including: a communication task to assess student understanding of unit content; a practical skills task to assess student’s ability to organize, analyse and report data; and a written/presentation task to assess student’s ability to analyse, report and communicate data, and interpret its application to practice and industry-relevant audiences, displaying appropriate application of accumulated learning through the unit.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Mind map Requires students to identify and communicate the key elements in a performance analysis problem | 20% | LO1 |
Video based practical task Requires students to demonstrate skill in use of relevant technology, analysis of data, and interpretation and reporting of outcomes. | 30% | LO2 |
Written report and presentation to coaching staff Requires students to plan, justify and communicate their approach to a performance analysis problem, demonstrating application of knowledge and understanding. | 50% | LO1, LO2, LO3 |
Representative texts and references
Bangsbo, J., Nørregaard, L., & Thorsoe, F..(1991) Activity profile of competition soccer. Canadian Journal of Sport Sciences, 16(2): 110-116.
Hughes, M., & Franks, I. (2004) Notational Analysis of Sport: Systems for Better Coaching and Performance in Sport (2nd ed.). New York, NY: Routledge.
Hughes, M., & Franks, I. (2007) The Essentials of Performance Analysis: An Introduction. New York, NY: Routledge.
International Journal of Performance Analysis in Sport. Cardiff, UK: University of Wales Institute. http://www.ingentaconnect.com/content/uwic/ujpa
Kormelink, H., & Seeverens, T. (1999) Match Analysis and Game Preparation. Spring City, PA: Reedswain.
McGarry, T., O'Donoghue, P., Sampaio, A., & Sampaio, J. (2013). Routledge Handbook of Sports Performance Analysis. London, UK: Routledge.
Messersmith, LL, & Bucher, CC. (1939). The Distance Traversed by Big Ten Basketball Players. Research Quarterly. American Association for Health, Physical Education and Recreation, 10(3), 61-62.
O’Donoghue, P. (2010) Research Methods for Sports Performance Analysis. New York, NY: Routledge.
Reilly, T. & Thomas, V. (1976) A motion analysis of work-rate in different positional roles in professional football match-play. Journal of Human Movement Studies, 2: 79-86.
Withers, RT., et al. (1982) Match analysis of Australian professional soccer players. Journal of Human Movement Studies 8(4), 159-176.