96302 High Performance Coaching
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject examines the role of the coach in youth, adolescent and senior sport, with a particular relevance to high performance populations. It builds on a strong understanding of skill acquisition principles for developing effective learning environments for athletes from different sports. The subject has a strong focus on preparing graduates to function as a coach in a wide variety of contexts and in a variety of roles by designing and structuring optimal environments for learning and performance. It is specifically designed to assist future UTS graduates in planning and delivering effective practice sessions and coaching interventions for high performance athletes. It offers learning opportunities that develop practitioner skills in enhancing performance with youth, adolescents and senior high performance athletes. Students will be assessed in their ability to reflect on, and provide high level coaching to athletes in practical, real-world settings.
Subject learning objectives (SLOs)
| A. | Understand and articulate the key characteristics of a high performance coach and the coach-athlete relationship |
|---|---|
| B. | Create an optimal learning environment and deliver effective, evidence-based sessions for high performing athletes and teams from different sports and age ranges |
| C. | Adapt coaching sessions to session goals and athlete characteristics |
| D. | Demonstrate key skills that are required to effectively coach within high performance teams, including design and delivery performance focused programs. |
| E. | Measure and analyse the effectiveness of practice sessions |
| F. | Evaluate the role, and related outcomes, of a high performance coach in the holistic development of athletes to progress talent in alignment with the strategic direction of sport pathways |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Synthesise expert knowledge and skills to solve real-world problems in high performance sport, guided by evidence-informed practice. (2.1)
- Critically reflect on personal and professional contexts to develop culturally safe work practices to work for and with Indigenous Australians in a high performance sport. (4.1)
Teaching and learning strategies
This subject incorporates a range of activities that will interactively engage students with the content. Three online modules will form the foundations of the subject. Teaching and learning strategies will assist students to develop critical thinking skills, as well as encourage them to consider how to apply these concepts to high performance sport environments. Additionally, students will undertake activities that are designed to enable them to learn through discovery through completing practical tasks within their own coaching settings.
The subject content will be delivered in the online platform Canvas. In order to be prepared for the planned collaborative activities and to keep on top the subject workload, students are encouraged to engage with the content on at least a weekly basis. Content will remain available past the specific delivery week, however students will get more out of the subject if they work consistently on a week-to-week basis rather than leaving it all to the end of the session.
Students will also be required to prepare for collaborative activities and engage with other students and teachers via live (Zoom) online sessions. Using these mediums, the class will interact weekly with the subject coordinator and peers on topics and activities related to each week’s topic of focus. Students will be required to communicate information and demonstrate their understanding in a variety of formats, including written and verbal forms, often incorporating technology via online tools. Students will receive feedback on assessments and online contributions to the subject through the online platform or in personal communication.
Content (topics)
Module 1: The coach-athlete relationship
- Characteristics of successful coaches
- The coaching process
- Effective coaching and the athlete-centred approach
Module 2: Planning, structuring, and evaluating coaching sessions
- Planning and structuring coaching sessions
- The constraints-led approach
- Athlete monitoring and evaluation
- Optimising instructions and feedback
Module 3: The high-performance coach
- Leading multidisciplinary teams
- Creating a strong culture
- Developing talent
- Strategic planning and goal setting
- Coaching in the age of data
Assessment
Assessment task 1: Individual coaching assessment
| Intent: | Using the concepts learnt within the subject, demonstrate the skills to plan and deliver a structured training session for an individual athlete or group of athletes. By providing peer assessment, students will also show their ability to critically appraise the work of others in a group setting and develop broader interest in coaching. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and C This assessment task contributes to the development of graduate attribute(s): .2 and 2.1 |
| Groupwork: | Individual |
| Weight: | 45% |
| Length: | Part I: Training session plan (1-2 pages) Part II: 10-min video Part III: 2 x peer-review (200 words constructive feedback and completed marking rubrics for two other students) |
Assessment task 2: Collaborative athlete development plan
| Intent: | For students to develop the ability to work collaboratively to create an athlete development plan. Students will apply their knowledge of goal setting and the determinants of a successful performance within the context of the sport. While also thinking on their feet to maximise the strengths of the different individuals within their group. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and E This assessment task contributes to the development of graduate attribute(s): .2, .2, 2.1 and 4.1 |
| Groupwork: | Group, group assessed |
| Weight: | 10% |
| Length: | 15-min live role play |
Assessment task 3: The high-performance coach
| Intent: | Examine and apply coaching strategies and philosophies to create a high performance environment that supports holistic athlete development and aims to optimise sports performance. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and F This assessment task contributes to the development of graduate attribute(s): .2, .2, 2.1 and 4.1 |
| Groupwork: | Individual |
| Weight: | 45% |
| Length: | Part I: Hurdle task 150-200 word online post Part II: 10-min video presentation Part III: Annotated bibliography (4-6 resources) |
Other resources
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For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
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Improve your academic and English language skills
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HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
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