This subject provides the fundamental concepts related to athlete development and organisational development from an Australian and global perspective. It is designed to enhance students’ understanding of the physiological (training, recovery, nutrition, etc.), psycho-social (motivation, health and welfare) and related factors that affect an athlete’s development. From an organisational perspective, students will examine the strategic processes and systems implemented to attract, develop and nurture talented athletes through industry examples and global case studies. Students will also be introduced to the concept of sport as a tool to create social change.
|Academic unit:||Bond Business School|
|Subject title:||Sport Development|
Delivery & attendance
|Attendance and learning activities:||Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible.|
|Prescribed resources:|| |
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Explain current issues within the sport industry to contextualise the management challenges within sport.
- Explain the major influences on sport development, both elite and mass participation.
- Explain the importance of sport for development and the role sport plays in society.
- Critically evaluate challenges associated with the management of sport, int the context of sport development and sport for development.
- Deliver a logically constructed persuasive presentation using appropriate visual aids.
- Articulate ideas, decisions, recommendations and other information in a clear, concise writing style tailored to a given audience.
- Demonstrate the ability to work effectively with others to complete a project or group task.
|Case Analysis||3 x sport development case studies to analyse relating to current sport development issues.||30%||Progressive||1, 2, 3, 4.|
|Oral Pitch §||Present case analysis||10%||Week 10||1, 2, 3, 4, 5, 6, 7.|
|Analysis §||Case analysis. Select own case to examine and report on.||25%||Week 10||1, 2, 3, 4, 6.|
|Computer-Aided Examination (Closed) ^||Comprehensive Final Examination.||35%||Final Examination Period||1, 2, 3, 4, 6.|
Students must pass the comprehensive final exam to pass the subject.
- ^ Students must pass this assessment to pass the subject
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
A peer-evaluation system will be used in this subject to help determine the individual marks for all group assessments. As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
There are two arms of sport development, that is: Development of sport; and development through sport. The development of sport examines the wider sport management theory and practice for developing talent and developing organisations. Development through sport examines the use of sport as a tool for social change and development.
Examining various cases to understand how to develop sport skills in all age groups, including specific sport development models and methods.
Government involvement in sport is common in many countries, where the conflicting interest is often elite sport v mass participation. Government spending leans towards high performance sport success, whereas funds towards community and development sport is reduced. We will examine various sport policies.
What are the factors required to produce an elite athlete? How do you develop high performance sport talent? We will focus on sport science, training, nutrition, physiology etc, and will examine important components of athlete development.
There are three critical issues that are significant to community sport. 1. Infrastructure for community sport; 2. Programming for community sport; 3. Management of community sport. The theoretical and practical significance of each is issue will be examined.
The role of coaches, officials and volunteers at all levels of sport is crucial for sport and athlete success. We will examine how to attract, nurture and retain talented coaches, officials and volunteers. The role of the coach in athlete development will be examined in detail.
What are the theoretical and practical connections that exist between sport, health and health promotion? We will examine initiatives using sport to drive health promotion. Sport can be a vehicle through which people can improve health outcomes.
Does sport discriminate in its inclusion and exclusion of certain populations, genders, races, abilities etc? As sport managers we must be inclusive and engage all community members in sport activities. We will examine case studies and identify ways to be more inclusive in our sport programs.
Sport for Development programs have the potential to reduce conflict and can result in local empowerment for communities in war torn areas. Examples such as Football4Peace will be examined and discussed to highlight the power and influence of sport around the globe.