96311 Developing and Managing Talented and Expert Performers
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Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
In this subject, students explore the underpinning of expertise in the context of sport and human movement. Students develop in-depth knowledge on what constitutes an expert, the historical study of expertise, what the characteristics of experts are, how expertise develops and how expertise can be studied. Additionally, students investigate the underpinnings of talent identification and development in the context of sport. Students explore theoretical frameworks related to talent identification and development, as well as pertinent individual, environmental and task-related constraints that influence talent identification and development. Finally, students critically reflect on the prognostic relevance of current talent identification practices.
Students also gain valuable practical skills related to the measurement of expertise using expert/non-expert paradigms and a critical evaluation of current talent identification and development practices in sport in Australia and overseas
Subject learning objectives (SLOs)
| A. | Identify the underpinnings of talent and expertise in the context of sport |
|---|---|
| B. | Critically evaluate current methods used to measure talent and expertise in sport |
| C. | Understand how expertise and talent develop |
| D. | Critically reflect on current talent identification and development practices used in sport |
| E. | Use appropriate research methods to examine the characteristics that distinguish expert performers from near or non-experts |
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)
- 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
The teaching and learning strategy employed in this subject is referred to as non-linear learning recognising that every individual student’s learning is different. In doing so, it does not prespecify a linear trajectory through the different modules of the subject. This allows students to focus on any of the modules or submodules, after which students can self-select the level of detail with which they want to engage with the content. As a result, students can engage with the content based on where their interests, or identified gaps in their knowledge and practical skills. The assessment items in this subject also reflect the non-linearity of student learning. These assessments can be completed and submitted anywhere within the temporal confines of the Spring semester.
This subject will use a mix of online curated content, video recordings, live and recorded Zoom sessions and teaching modes. This is also a ‘living subject’, which means that students can add relevant information to modules or sub modules that they have sourced themselves. This information will be curated by the subject coordinator before becoming part of the subject.
Content (topics)
This subject has the following modules and submodules:
Module 1: Expertise
- Understanding expertise
- Characteristics of experts
- How does expertise develop?
- Studying expertise
Module 2: Talent
- Understanding talent
- Theoretical frameworks related to talent
- Talent identification, selection, development, orientation and transfer
- Determinants of giftedness and talent
- Prognostic relevance of talent identification
Assessment
Assessment task 1: Talented and expert performers presentation
| Intent: | The aim of this assessment is for students to collate, critically evaluate and disseminate knowledge on a specific topic of interest in a video presentation for their peers. It also requires students to think critically about what their topic of choice when responding to questions from their peers in a curated Q and A session. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and C This assessment task contributes to the development of graduate attribute(s): 2.1 and 4.1 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 5 minute video presentation, 10 minute live presentation addressing peer questions |
Assessment task 2: Expert/non-expert paradigm research study
| Intent: | This assessment aims to develop a critical understanding of expertise and talent in a variety of domains of human movement. This assessment involves students developing or using an existing tool able to distinguish between expert and non-expert performers, or between those deemed gifted or talented and their less gifted or talented peers. Furthermore, this assessment aims to develop critical communication skills in students, who will be required to disseminate the findings of their mini-study to their peers, and to academics within sport and exercise |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and E This assessment task contributes to the development of graduate attribute(s): .2, 2.2 and 4.1 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | 1 page poster, 5 minute presentation, 5 minutes addressing questions about presentation |
Assessment task 3: Critical review of existing talent identification and development practices
| Intent: | The aim of this assessment is to develop a critical understanding of existing talent identification and development practices in a specific sport or domain of human movement. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, C and D This assessment task contributes to the development of graduate attribute(s): .2 and 2.1 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 2000 word essay + edited interview with stakeholders, max 15 min. |
Other resources
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Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
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.
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