The students in this course are all practising coaches and are all studying part-time. The postgraduate course is offered exclusively online so students can engage from anywhere in Australia or throughout the world. Students are required to spend the first week of each seminar becoming familiar with all of the materials for the seminar (e.g. text chapters, empirical papers,
video
materials). During the second week of each seminar they then engage in the asynchronous discussion board for some facilitated conversations with the course staff and each other. In the final week of each seminar students develop their assessment submissions with guidance and support from course staff and input from fellow students. In the assessment task, students are asked to respond to a variety of questions (e.g. Using the framework provided, how does your sport 'measure up' regarding professionalisation?). In the first 2 seminars of the course, students are supported to develop 'traditional' submissions (e.g. 750 word
written
response) as well as more non-traditional submissions (e.g. 2-5min audio-visual submission). In the latter 2 seminars, students are given the option to negotiate alternative submission formats. This provides the opportunity to develop the academic writing skills of our students (some of whom have not studied for some time) through timely and detailed feedback. It also provides the opportunity for students to engage in assessment tasks that both satisfy course requirements but may have additional use in their coaching work.
Advantages
Gives the opportunity to generate discussion about core material between students and course staff as well as between students themselves. Scaffolds the experience of post-graduate students who may not have studied for some time (i.e. provides opportunities to offer high quality feedback with increasing expectations). Allows for students to apply the material and engage in professional reflections across a variety of professional settings.
Challenges
The word limit can be a challenge for students to demonstrate all criteria and standards. The negotiation process and degree of choice requires care and attention from course staff (i.e. so that any negotiated adjustments afford students the opportunity to demonstrate all standards).
Tips for implementation
Encourage students to work together to present a genuinely diverse set of ideas, beyond their own personal preferences.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.
