96307 Fundamentals of Science and Applied Research in High-Performance Sport
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Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
This subject examines the fundamentals of science, scientific method, research methods and challenges in applying science in practice. Students explore a philosophical approach to science and develop critical thinking skills. This is achieved by examining basic scientific philosophical concepts, and by learning to evaluate common biases and fallacies that exist in High Performance Sport. Knowledge of scientific and research methods are taught, so as to equip the student with appropriate instruments to evaluate the strength of claims and information delivered to practitioners in a High Performance environment. Students also learn to embrace and communicate uncertainty, and synthesize information to support informed decision making.
Subject learning objectives (SLOs)
| A. | Develop fundamental knowledge of science, research methods and logic. |
|---|---|
| B. | Apply fundamental knowledge of science, research methods and logic to examine and critically appraisal complex problems and theories. |
| C. | Employ theoretical knowledge and philosophical constructs to drive the development of sound scientific rationales. |
| D. | Critically evaluate and communicate contemporary ideas/theories, and develop the ability to deconstruct these into simpler parts; Demonstrate recognition for how these parts relate and are organized. |
| E. | Demonstrate an ability to understand uncertainty in high performance sport contexts, and be able to communicate informed decision making in relation to this |
| F. | Demonstrate the ability to make judgments based on strength of evidence according to internal validity and externally established criteria. |
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)
- Apply leadership through interdisciplinary communication and collaboration in the field of high performance sport. (2.2)
- Model socially-responsible, legal, and ethical behaviour within interdisciplinary high performance sport environments. (3.1)
Teaching and learning strategies
This subject introduces the students to fundamental concepts. It incorporates a range of activities that will interactively engage students with the content so that they can embed new knowledge in a variety of ways, and receive additional explanations if required. Three online modules will form the foundations of the subject, with the addition of an end-of-session workshop.
Teaching and learning strategies will assist students to develop critical thinking skills, as well as encourage them to apply these concepts with actual information as used in real, high performance sport environments. Additionally, students will undertake activities that are designed to enable them to learn through discovery.
Students will be required to prepare for collaborative activities and engage with other students and teachers via the online platform (Canvas) and 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.
Assessment tasks are designed to enable students to demonstrate what they can do with what they have learned.
Content (topics)
Module 1: Understanding science and the scientific method
Science and the scientific method
Philosophy of science: history and milestones
Philosophy of science: scientific reasoning
Module 2: Critical thinking and logic
Critical thinking
Logic: essentials
Fallacies and bias
Confirmation theory and evidence
Module 3: A primer on research methods and techniques
The research process and research designs
The hierarchy of evidence: quality matters
Accumulating knowledge: systematic review and meta-analysis
Description, prediction and causation
Fundamental statistical concepts and common mistakes
Assessment
Assessment task 1: Oral Presentation
| Intent: | The intent of this task is to provide students with the opportunity to critically evaluate frameworks using logic and reasoning, and effectively communicate their findings. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B and D This assessment task contributes to the development of graduate attribute(s): .2, 2.1 and 2.2 |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 10-12 min video presentation |
Assessment task 2: Technical report
| Intent: | The intent of this task is for students to learn how to critically examine the validity of theories and their application, using a real case study. Students will be required to apply logic and critical thinking. Furthermore, the student will learn how to provide a document informing industry stakeholders, so that the arguments are clearly articulated and comprehensible, while respecting the technical requirement. |
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| 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, 2.1, 2.2 and 3.1 |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | Approximately 1,000 words |
Assessment task 3: Risk of bias assessment
| Intent: | The intent of this task is to use recognised evaluation tools for assessing the risk of bias, and evaluating whether the conclusions of the studies are commensurate to the study quality. Based on the results of the report the student will have to decide whether the results of the study and systematic review support (or not) the interventions. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C and F This assessment task contributes to the development of graduate attribute(s): .2, 2.2 and 3.1 |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 2 x A4 pages, minimum font size 10 |
References
- 1. Okasha, S. (2002). Philosophy of science: A very short introduction. Oxford: Oxford University Press
- 2. Lash TL, VanderWeekle TJ, Haneuse S, Rothman KJ. Modern epidemiology. 4th edition. Philadelphia: Wolters Kluwer 2021
Other resources
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