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This subject will enable students to explore the theory and evidence relating to high performance and optimal functioning across a variety of contexts. Students will reflect on their best possible performing selves by drawing on the academic literature and real-life experiences.
This subject will analyse and review teachable skills and pathways towards high performance. Through inquiry-based activities, students will examine a variety of disciplines including, but not limited to, psychology, education, social sciences, organisational behaviour and philosophy.
Though an experiential mode of learning, students will learn about a variety of theoretical and evidence-based underpinnings of performance and goal setting. Coaching skills are integrated into experiential activities that are designed to help other people develop performance goals and strategies. Students will work through work-integrated learning case studies to analyse the challenges of applying theory to real-world contexts.
Intended learning outcomes
On completion of this subject students should be able to:
- Gain an interdisciplinary view of performance and potential
- Identify ways this knowledge can be used to help themselves and the people around them
- Apply evidence-based performance interventions to personal life and to others
- Develop a critical perspective of the field, enabling an understanding of the strengths and limitations in performance models, research, and education
- Evaluate the effectiveness of interventions in education and other contexts
This subject will assist students to develop the following set of transferable skills:
- Resilience in dealing with set-backs and failure
- Critical and analytical thinking about research and its application across a variety of contexts
- Analytical and cognitive skills through developing ways to apply research to personal experiences, education, sport, performing arts, and the workplace
- Creative thinking, with an aptitude for continued self-directed learning through exposure to theoretical frameworks across disciplines.
Last updated: 20 February 2024