Study method
100% online
Available loans
- FEE-HELP
Assessments
100% online
Prior study
Not required
Established in 1991 after amalgamating four eastern Australian Catholic tertiary institutes, Australian Catholic University now has seven campuses, from Brisbane to Melbourne and welcomes students of all beliefs. Specialising in arts, business, education, health sciences, law, theology and philosophy, ACU encourages its students to think critically and ethically and bring change to their communities and offer this online through Open Universities Australia.
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Subject details
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- Understanding sports epidemiology research and an approach to the critical appraisal of the evidence base.
- Aetiology, mechanisms, risk factors, preventative strategies for: Hamstring strain injuries; Anterior cruciate ligament injury; Chronic groin pain; Tendinopathy; Shoulder injury; Ankle injury.
In order to enrol in this subject, you must be accepted into one of the following degrees:
Elective
- ACU-HPS-GCE-2020
Special requirements
No special requirements
The ability to develop evidence-based, best practice, strategies to prevent sporting injury is essential in high performance sport. This subject will develop knowledge and critical thinking pertinent to the prevention of common injuries seen in high performance sport. This requires understanding and interpreting sports injury epidemiology research as well as detailed knowledge of the aetiology, mechanisms, risk factors and prevention strategies of common injury types.
The aim of this subject is to develop in students an understanding of common injuries that are seen in high performance sport, to improve their ability to critically analyse the literature, and to advance their ability to deliver evidence-based programs for the prevention of injury.
In order to best enable students to achieve unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. The assessment strategy in this unit has been designed to support learning as well as to assess it. It is sequenced so that the progression through the assessment matches the progression of learners through the learning outcomes. That is, it has a deliberate developmental narrative. Each assessment item is therefore also aligned with a specific purpose. A range of assessment strategies are used including: a reflective report to generate thought and discussion; an oral presentation to assess interpretation, critical appraisal and application of literature; written summaries to assess comprehension and reflection on unit content and a group task requiring a written literature review; and oral presentation to assess ability to search and synthesise the literature and to apply the evidence in a high performance environment.
- Reflective discussion board post (5%)
- Journal article review and implementation (35%)
- Discussion board posts on expert lectures (10%)
- Injury prevention program (50%)