| Effective Term: | 2026/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Physical Preparation for Sport |
| Unit ID: | EXSCI3002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EXSCI1702 or EXSCI1802) (EXSCI2171) (EXSCI2174 or EXSCI2175) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 069903 |
| Other Change: | |
| Brief description of the Unit |
This unit is concerned with all aspects of physical preparation for athletes participating in competitive sport. It covers principles and applications of training for endurance, speed qualities, strength qualities, agility, body composition, periodising and planning programs, monitoring training, recovery, screening for injury prevention, and issues such as altitude training and overtraining. The unit also covers principles of assessment of physical qualities, criteria for selection of tests such as validity and reliability, and interpretation of test results. Through assignment work, students are required to gather evidence from research and other sources to provide a rationale for efficacious training and testing of athletes. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Identify the principles of training & testing athletes of varying performance levels |
|
| K2. | Identify energy systems and fitness components and their contribution to sports performance |
|
| K3. | Describe the key physiological adaptations to various training methods |
|
| K4. | Analyse the physiological basis of tests of speed qualities, strength qualities and endurance |
|
| K5. | Interpret and apply the principles of periodisation of training for sport |
|
| K6. | Describe the components of a training session |
|
| K7. | Analyse the causes and symptoms of overtraining and monitoring training load |
|
| K8. | Critique and describe research that informs effective training programs |
|
| K9. | Evaluate protocols for safe administration of fitness tests for athletes |
|
| Skills: |
| S1. | Analyse and interpret sports performance and available literature to identify the important fitness components |
|
| S2. | Appropriately interpret and apply training principles and knowledge of sport science disciplines to prescribe training programs for performance enhancement |
|
| S3. | To be able to select, conduct and interpret selected tests for athlete assessment |
|
| S4. | To develop a detailed periodised program for physical conditioning for a selected sport |
|
| S5. | Analyse and interpret test results to inform the creation of appropriate training programs |
|
| S6. | To effectively communicate evidence-based training and testing |
|
| S7. | To administer selected sport-specific tests |
|
| Application of knowledge and skills: |
| A1. | Evaluate research to identify evidence for effective training programs and test batteries |
|
| A2. | Construct a 12 month physical conditioning training program based on principles of training and research evidence |
|
| A3. | Construct a battery of tests for a sport based on the needs of the athlete and sport based on research evidence. |
|
| Unit Content: |
This may include:
•Training principles (progressive overload, specificity, cross training, long term athlete development, recovery, reversibility, diminishing returns, individuality).
•Warm-up design, role of static and dynamic stretching, use of post-activation potentiation in warm-up.
•Training and testing speed qualities (acceleration, maximum speed, speed-endurance/repeat speed ability)
•Training and testing agility, difference between change of direction and agility.
•Endurance training and testing. Energy system contributions in different sports, aerobic power, lactate threshold, physiological mechanisms of endurance training. Factors limiting aerobic capacities, physiology of VO2 max. Interval training, individual and team sport applicationsgame-based conditioning.
•Analysis of the important physical qualities for sports
•Periodisation of training and how do design an annual training plan
•The role of injury prevention in sports conditioning, musculo-skeletal and other screening methods
•Training and testing of maximum strength, power, reactive strength & strength-endurance, plyometric training, core stability training, role of hypertrophy methods, physiological basis of strength qualities, principles of resistance training, programming for strength.
•Role & principles of testing, designing a test battery, interpreting results, using test norms, understanding reliability and validity of tests, using test results to design training.
•Power training and plyometrics
•Using GPS in individual and team sports |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
|
| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
S3, S4, S5, S6, S7 |
Attendance and participation in laboratory sessions to complete formative assessments of practical skills. |
90% attendance required to satisfy ongoing assessment of practical skills |
Satisfactory/Unsatisfactory |
|
| 2. |
K1, K2, K3, K4, K6, K7, S2, S3, S5, S7 |
Review of all material covered throughout the unit. |
Written exam |
30-40% |
|
| 3. |
K3, K4, K5, K8, S1, S2, S4, S6, A1, A2 |
Training assignment (proposal and paper): Analyse sports to develop a periodised training program. Use of research to justify effective programs. |
Written paper |
30-40% |
|
| 4. |
K9, S1, S3, S5, S6, A1, A3 |
Testing assignment: Analyse sports to determine important physical qualities. Plan a test battery based on evidence. |
Written paper |
25-35% |
|
|