Year
2024Credit points
10Campus offering
Prerequisites
NilUnit rationale, description and aim
Constant evolution of tactics and strategic innovations in the international sport industry means that performance analysis is a sought-after skill in many high performance settings. To be effective, performance analysts need to understand the contexts, requirements and demands from the past, present and future of the discipline. Furthermore, the ability to understand what performance entails, the factors that determine it and the methods for identifying, monitoring and influencing it are critical. However, before acquiring advanced skills in the collection and analysis of performance data, an understanding of fundamental theoretical performance analysis perspectives is crucial. Also important is the ability to identify the determinants of performance (including perspectives of the performers themselves), to distinguish performance analysis needs, to guide effective enquiry and the capacity to plan and execute basic performance analyses. These fundamental skills are applicable in all performance analysis settings regardless of the resources available. As such, the aim of this unit is to provide students with the historical, present and future perspectives of the performance analysis discipline, to facilitate understanding of the key theoretical perspectives, to develop the ability to identify the determinants of performance and to plan and execute basic performance analyses.
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 | Define performance and identify its determinants within various sporting contexts | GC2, GC6, GC8, GC9, GC11 |
| LO2 | Define the role of performance analysis, the main types of performance analysis and how they are applied in practice | GC2, GC9, GC11 |
| LO3 | Understand and explain the requirements of a performance analysis plan including its aim, rationale (incorporating a theoretical framework) protocols, resources and reporting expectations | GC2, GC3, GC7, GC9, GC11 |
| LO4 | Perform a performance analysis including data collection, results interpretation, reporting and critical review of the process and outcomes | GC2, GC3, GC7, GC9, GC10, GC11 |
Content
Topics will include:
- Defining performance analysis
- The evolution of performance analysis
- The emergence of performance analysis as a sport science discipline.
- The future of performance analysis
- Sport analytics
- Using performance analysis as a competitive advantage
- Performance analysis as a problem solving tool
- Tactics and strategy in sport
- Analysis and interpretation of team and individual based sports
- Defining momentum in sport
- Performance profiling and monitoring
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. These activities aim to guide students from understanding the historical and theoretical approach to analysis of certain sports, through identification of the determinants of performance in various sporting context to the capacity to develop and implement basic performance analyses. By completing the prescribed assessments students will have the fundamental framework for setting up a performance analysis environment in many different contexts. It is also expected students will develop skills in critical reflection facilitating effective review and response when required. 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 cohesive sequence of assessments has been designed to facilitate attainment of the unit learning outcomes in the context of the unit learning and teaching strategy and rationale and the course aims. Assessments will help students develop knowledge, understanding and ability in key areas of performance analysis which can be applied in the many and varied performance analysis contexts found globally.
A range of assessment strategies has been purposefully designed for the assessment of learning outcomes reflecting the principles of authentic assessment design and include:
- Assessment Task 1: an historical overview and needs analysis to assess students' understanding of the performance analysis discipline, perspectives and theoretical approaches to performance analysis, as well as determinants of performance in specified sports.
- Assessment Task 2: authentic assessment requiring students to develop a Performance Analysis Plan
- Assessment Task 3: builds on assessment task 2 requiring students to conduct a Performance Analysis and reflect on the process.
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 |
|---|---|---|
Assessment Task 1 Historical overview and needs analysis: Enables students to demonstrate their understanding of the performance analysis discipline; the past, present and future performance analysis perspectives of, and theoretical approaches to, certain sports; and the ability to identify the determinants of performance in those sports. | 20% | LO1, LO2 |
Assessment Task 2 Performance Analysis Plan: Enables students to plan a performance analysis scenario identifying the aims and rationale (including theoretical approach) for the analysis, developing the required resources, determining the reporting requirements and understanding the impact for other stakeholders. | 35% | LO3 |
Assessment Task 3 Conduct a Performance Analysis: Enables students to implement a pen-and-paper-based performance analysis by executing the previously developed plan, capturing and interpreting data and reporting the outcomes. Students will also reflect on the entire assessment process, critically analysing their approach and identifying strengths and areas for improvement. | 45% | LO1, LO2, LO3, LO4 |
Representative texts and references
Baca, Franks, I. M., & Dancs, H. (2020). Essentials of performance analysis of sport (Baca, I. M. Franks, & H. Dancs, Eds.; Third edition.). Routledge.
Hewitt, A., Greenham, G., & Norton, K. (2016). Game style in soccer: what is it and can we quantify it?. International Journal of Performance Analysis in Sport, 16(1), 355-372.
Martin, D., O Donoghue, P. G., Bradley, J., & McGrath, D. (2021). Developing a framework for professional practice in applied performance analysis. International Journal of Performance Analysis in Sport, 21(6), 845-888.
Passos, P., Araújo, D., & Volossovitch, A. (2016). Performance Analysis in Team Sport (1st Edition) New York, NY: Routledge.