|Year of offer||2019|
|Subject level||Undergraduate Level 3|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject aims to engage students in the process of designing a proposal to lead change in a ‘real world’ problem. It looks at the role sport plays within society as an agency for change at the grassroots level. Students will have an opportunity to visit a range of sporting facilities and see first-hand how community programs are adapting to change and meeting the needs of an increasingly diverse population. They will hear from a range of speakers who are experts in their respective fields, discussing the wider role of sport as a tool for change. The subject will explore sport in community settings and examine the educative role it plays dealing with issues such as disability, homophobia and social inequity. Students will investigate what community sport facilities and programs are currently doing to address these issues, and the leadership roles they have taken on in these areas.
Students will have the opportunity to give back to their local community by working creatively with their own sporting club or community group on a negotiated project, taking on a leadership role. Through a staged process starting with the development of an Action Plan, students will explore a problem and consider a range of solutions culminating in a recommendation for action and the publication of a Press Release.
Areas covered include leadership, community development, teamwork, the design process and reflective practice. Processes include planning, reflective writing, teamwork and personal development.
Intended learning outcomes
- Demonstrate an understanding of the role of sport in the community and explain why sport holds such a prominent place in the Australian psyche.
- Identify major social issues and illustrate how sports programs can be used to engage diverse communities and provide opportunities for socialisation and engagement in the wider community.
- Understand the growing impact of commercialised sport on grassroots and community-based sport, and its wider implications.
- Analyse the role and obligations of the media in the reporting and presentation of sport.
- Demonstrate the use and integration of knowledge gained verbally and in written form.
- Demonstrate the ability to consult effectively with a range of stakeholders to make a case for change.
On completion of this subject students should have developed a range of transferable, core generic skills, which can be applied across a range of settings, not only in education but also in the broader workplace.
- Problem-solving skills
- Analytical and conceptual thinking skills
- Improved skills in planning, organisation and written communication
- Improved personal skills in oral communication and presentation.
- Ability to work individually and as a team member within a community and a business setting.
- Ability to demonstrate leadership skills.
- An understanding of social and cultural diversity, including indigenous cultures.
- Leadership potential through practising, initiating and implementing constructive change.
Eligibility and requirements
Recommended background knowledge
It is highly recommended that students enrolling in this subject will have competed EDUC20068 Sport, Education and the Media, prior to undertaking this subject.
|Code||Name||Teaching period||Credit Points|
|EDUC20068||Sport, Education and the Media||
Core participation requirements
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
- Literature Review (1000 words), due mid-week of the teaching period (25%)
- Action Plan (1000 words), due two weeks after the teaching period (25%)
- Community Change Project Summary (equivalent to 2000 words), due at the end of teaching period (50%)
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
- Mental Health First Aid Certificate 1
Dates & times
Coordinator Anna Krohn Mode of delivery On Campus — Parkville Contact hours 36 hours (5 day Winter intensive) Total time commitment 170 hours Pre teaching requirements During the pre-teaching period, students should check the LMS. Teaching period 15 July 2019 to 19 July 2019 Last self-enrol date 16 July 2019 Census date 2 August 2019 Last date to withdraw without fail 6 September 2019 Assessment period ends 7 October 2019
July contact information
Time commitment details
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
- Breadth options
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.