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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. Students will be exposed to a variety of disciplines included, 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, including growth mindset, self-regulation, emotional intelligence, mindfulness and acceptance based approaches, flow, emotions, resilience, failure, and goal setting.
Students can apply the evidence-based methods to increase their own performance and the performance of those around them.
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, and the workplace.
- Creative thinking, with an aptitude for continued self-directed learning through exposure to theoretical frameworks across disciplines.
Last updated: 15 May 2020