Course coordinator
Professor Cliff Mallett
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
This course provides students with foundational concepts and constructs in learning and development in organised sport settings. There is an emphasis on the central role of the coach in fostering learning and development. The course comprises two interrelated elements (a) psychological constructs and (b) understanding learning. Specifically, the psychology strand will use a 4C framework (Competence, Confidence, Connection, and Character) of Positive Youth Development (PYD) to know the athlete (learner) and the implications for coaching practice. This understanding of children and young people will contribute to an understanding of psycho-social development. The learning strand introduces students to understanding different views of learning and their application in a physical activity. There is consideration of all learners including the notions of inclusion and exclusion, sporting pathways, and diverse communities.
This course introduces students to foundational concepts and constructs in applied psychology and pedagogy in the context of sport coaching, which will contribute to students' personal andﾠprofessional development, regardless of their career. In this course, students will experience a journey of better understanding self and others.ﾠ
Firstly, the psychology strand will focus on understanding people and their behaviour and specifically,ﾠembrace the 4Cs of positive youth development (PYD) - competence, confidence, connectedness and caring/character. An understandingﾠofﾠthese key psychological constructs to optimising sport engagement will guide practitioners to designingﾠand delivering effective coaching in sport and exercise settings that are also relevant to all workplaces.ﾠ
Secondly, the pedagogy strand will consider the evolution of learning theories (last 100 years) and how they apply to effective coaching practice and helping self and others to develop.
These lectures will be complemented with a weekly practical component (i.e., sport/exercise activity) to link theory and practice.
Course contact
Course staff
Lecturer
Professor Cliff Mallett
Associate Professor Steven Rynne
Facilitator
Dr Jordan Lefebvre
Mr Tayin Shah
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
SPCG1000 was introduced to the first year programs in several degrees within the School of Human Movement and Nutrition Sciences (e.g.,ﾠBESS, BENS, BHSPEﾠprograms) in 2015. It is also available and recommended to BA (e.g., Sports Studies,ﾠPsychology, Journalism),ﾠBachelor of Science (e.g., Psychology), and other students intesrted in sport.ﾠ
In thisﾠcourse, we introduce students to key psychological constructs related to understanding people (self, others) and learning. We attempt to develop these understandings by relating students' "lived" experiences in sport and exercise settings to co-construct a deeper understanding of these key constructs in psychology and learning. Regardless of what career you embark on, this knowledge and understanding (and its application) is central to contributing to your personal and professional development (especially in the fields ofﾠsport,ﾠexercise, and health).
ﾠLearning outcomes
After successfully completing this course you should be able to:
LO1.
Examine the role of coaches and other adult actors in shaping the sporting experience for children and young people (16-25)
LO2.
Understand the ways in which athletes may learn and holistically develop at various stages of development
LO3.
Engage in a balanced critique (positive and negative) of a variety of practices currently found in sporting contexts.
LO4.
Challenge taken-for-granted assumptions about adaptive coaching practices.
LO5.
Collect and organise information from lived experiences (thoughts, feelings, behaviours) and evaluate and synthesise with the literature.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Weekly Online Quizzes
|
50% (10 x quizzes worth 5% each) |
Quiz 1: Week 3 - 14/03/2025 quiz link opens at 12:00am and is due by 11:59pm Quiz 2: Week 4 - 24/03/2025 quiz link opens at 12:00am and is due by 11:59pm Quiz 3: Week 5 - 31/03/2025 quiz link opens at 12:00am and is due by 11:59pm Quiz 4: Week 6 - 07/04/2025 quiz link opens at 12:00am and is due by 11:59pm Quiz 5: Week 7 - 14/04/2025 quiz link opens at 12:00am and is due by 11:59pm Quiz 6: Week 8 - 28/04/2025 quiz link opens at 12:00am and is due by 11:59pm Quiz 7: Week 9 - 05/05/2025 quiz link opens at 12:00am and is due by 11:59pm Quiz 8: Week 10 - 12/05/2025 quiz link opens at 12:00am and is due by 11:59pm Quiz 9: Week 11 - 19/05/2025 quiz link opens at 12:00am and is due by 11:59pm Quiz 10: Week 12 - 26/05/2025 quiz link opens at 12:00am and is due by 11:59pm Students can complete the quiz at any stage during the quiz opening window but will only get 6 minutes once they have started each quiz to finish. |
| Examination, Reflection |
End of Semester Exam
|
50% |
End of Semester Exam Period 7/06/2025 - 21/06/2025 |
Assessment details
Weekly Online Quizzes
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 50% (10 x quizzes worth 5% each)
- Due date
Quiz 1: Week 3 - 14/03/2025 quiz link opens at 12:00am and is due by 11:59pm
Quiz 2: Week 4 - 24/03/2025 quiz link opens at 12:00am and is due by 11:59pm
Quiz 3: Week 5 - 31/03/2025 quiz link opens at 12:00am and is due by 11:59pm
Quiz 4: Week 6 - 07/04/2025 quiz link opens at 12:00am and is due by 11:59pm
Quiz 5: Week 7 - 14/04/2025 quiz link opens at 12:00am and is due by 11:59pm
Quiz 6: Week 8 - 28/04/2025 quiz link opens at 12:00am and is due by 11:59pm
Quiz 7: Week 9 - 05/05/2025 quiz link opens at 12:00am and is due by 11:59pm
Quiz 8: Week 10 - 12/05/2025 quiz link opens at 12:00am and is due by 11:59pm
Quiz 9: Week 11 - 19/05/2025 quiz link opens at 12:00am and is due by 11:59pm
Quiz 10: Week 12 - 26/05/2025 quiz link opens at 12:00am and is due by 11:59pm
Students can complete the quiz at any stage during the quiz opening window but will only get 6 minutes once they have started each quiz to finish.
- Other conditions
- Time limited.
Task description
These online quizzes will assess content knowledge and understanding throughout the semester from lectures, practicals/tutorials, and essential readings. These will commence in week 3 with the first quiz on PYD.
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Your deferred quiz date and time will be determined by the course coordinator and communicated to you via your UQ student email account.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
End of Semester Exam
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination, Reflection
- Weight
- 50%
- Due date
End of Semester Exam Period
7/06/2025 - 21/06/2025
- Other conditions
- Time limited.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
This exam will draw upon content delivered throughout the semester, including lectures and practicals, and other lived sporting experiences.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 60 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Inspera |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
A final percentage mark will be rounded to the nearest whole number (e.g. 64.50 and above will be rounded to 65 and 64.49 and below will be rounded down to 64).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
The assessment tasks in this course have been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass assessment tasks, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.ﾠ
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Seminar |
Sport as a learning setting Why study learning + Complexities in learning Jones, R. L. (2006). Chapter 1: How can educational concepts inform sports coaching? In R. L. Jones (Ed.), The Sports Coach as Educator (pp. 3-13). Routledge. May, C. (2014). A learning secret: donﾒt take notes with a laptop. Scientific American. Retrieved from https://www.scientificamerican.com/article/a-learning-secret-don-t-take-notes-with-a-laptop/ Moran, J. (2019). What you missed in class today: quite a lot actually. Times Higher Education. Retrieved from https://www.timeshighereducation.com/blog/what‐you‐missed‐class‐today‐quite‐lot‐actually Extension: Nelson, L., Groom, R., & Potrac, P. (2016). 1. Introduction: Towards a theoretical connoisseurship of learning in sports coaching. In L. Nelson, R. Groom, & P. Potrac (eds). Learning in Sports Coaching: Theory and Application. Abingdon, Oxon: Routledge. Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 1 (24 Feb - 02 Mar) |
Seminar |
Introduction to sports coaching Introduction to course. Learning outcomes: L01, L02, L03, L04, L05 |
Week 2 (03 Mar - 09 Mar) |
Seminar |
Coaches as architects: Positive Youth Development Fraser-Thomas, J., Cte, J., & Deakin, J. (2005). Youth sport programs: An avenue to foster positive youth development. Physical Education and Sport Pedagogy, 10(1), 19-40. Learning outcomes: L01, L02, L03, L04, L05 |
Week 4 (17 Mar - 23 Mar) |
Seminar |
Coaches as architects: Understanding confidence Feltz, D. L. & Unco, E. (2014). Self-confidence and self-efficacy. In A. Papaionnou & D. Hackfort (Eds.), Routledge Companion to Sport and Exercise psychology: Global perspectives and fundamental concepts (pp. 417-429). Routledge. Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 (24 Mar - 30 Mar) |
Seminar |
Coaches as architects: Understanding competence Coaches as architects: Understanding competence (Lecture + Tutorial): Roberts, G. C., & Papaionnou, A. G. (2014). Achievement motivation in sport settings. In A. Papaionnou & D. Hackfort (Eds.), Routledge Companion to Sport and Exercise psychology: Global perspectives and fundamental concepts (pp. 49-66). Routledge. Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 (31 Mar - 06 Apr) |
Seminar |
Coaches as architects: Connection Allen, J. B., & Hodge, K. (2006). Fostering a learning environment: Coaches and the motivational climate. International Journal of Sports Science & Coaching, 1, 261-277. Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (07 Apr - 13 Apr) |
Seminar |
Coaches as architects: Character Shields, D. L., & Bredmeier, B. L. (2014). Promoting morality and character development. In A. Papaionnou & D. Hackfort (Eds), Routledge Companion to Sport and Exercise psychology: Global perspectives and fundamental concepts (pp. 636-649). Routledge. Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 (28 Apr - 04 May) |
Seminar |
Coaching in context: Learning as conditioning Behaviourism + Conditioning Learning outcomes: L01, L02, L03, L04, L05 |
Week 10 (05 May - 11 May) |
Seminar |
Coaching in context: Learning & internal processes Cognitivism + Information processing Learning outcomes: L01, L02, L03, L04, L05 |
Week 11 (12 May - 18 May) |
Seminar |
Coaching in context: Learning & meaning-making Constructivism + Making meaning Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (19 May - 25 May) |
Seminar |
Coaching in context: Learning as social practice Social and Situated learning Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (26 May - 01 Jun) |
Seminar |
Coach as learner and architect of learning Learning metaphors + Learning frameworks Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: