Leadership and Culture in High Performance Settings

• • - Organisational culture in high performance sport
  • - Principles and theories of professional leadership
  • - Leadership theories, models and styles
  • - Neuroleadership principles
  • - ‘Brain Based’ coaching in the workplace
  • - Ethics, responsibility and codes of conduct
  • - Moral reasoning in sport
  • - Professionalism and governance in sport
  • - Communication for leadership
  • - Aboriginal and Torres Strait Islander perspectives/knowings.

In order to enrol in this subject, you must be accepted into one of the following degrees:

Additional requirements

No additional requirements

To achieve success and longevity in the industry, professionals working in high performance sport must have an appreciation of its particular cultures as well as the professional standards required. In this context, culture refers to the social behaviour norms found within sports, organisations and ethnic groups, including Aboriginal and Torres Strait Islander peoples. This subject will introduce perspectives of culture and leadership in the high performance sport environment, with the aim to develop in students an understanding of the relationship between culture and values to that of the behaviour of individuals and the organisation. Leadership styles frequently used in professional settings will be addressed, including their place in communication in one-to-one relationships to that of multi-team leadership. Building on the introduced perspectives and understanding, students will further their understanding of strategies for effective communication and conflict management in the high performance sport organisation. An emphasis will be placed on professionals as socially responsible leaders, who exercise concern for the wellbeing of their clients, colleagues and the community, within appropriate standards of ethical practice.

In order to best enable students to demonstrate unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. 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: a discussion task to assess knowledge, understanding and application of unit learnings, which includes a reflective written task; Assessment Task 2: an essay to assess critical thinking, application of unit learnings and communication of argument. Students must achieve a cumulative grade of at least 50% across all assessments.

• Discussion - FlipGrid Activity - Enables students to demonstrate knowledge and understanding of unit content in discussing simulated situation/challenge in a high performance sport environment Includes Peer review and reflection upon professional practice (60%)
• Essay - Enables students to demonstrate the ability to critically analyse and synthesise selected literature, and communicate and argue findings clearly and coherently. (40%)

For textbook details check your university's handbook, website or learning management system (LMS).