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

• Study resources

  • Instructional methods

    • Podcasting/Lecture capture
    • Embedded Multimedia
    • Discussion forum/Discussion Board
    • Audio/Video conferencing
    • Overview Notes
    • Online assignment submission
    • Virtual Classroom

  • Online materials

    • Resources and Links
    • Printable format materials
    • Online Assessment

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

Core

• ACU-SPL-GCE-2020

Elective

• ACU-HPS-GCE-2020

Special requirements

No special 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. 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. Strategies for effective communication and conflict management in the high performance sport organisation will be addressed. 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 are used including: a discussion task to assess the understanding and application of unit learnings; a reflective essay to assess knowledge and understanding of unit content; and an ethics essay to assess critical thinking, application of unit learnings and communication of argument

• Discussion Board and FlipGrid Activity (60%)
• Ethics Essay (40%)