EDUC10059 Performance, Potential and Development

Credit Points: 12.5
Level: 1 (Undergraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2017:

Semester 2, Parkville - Taught on campus.Show/hide details
Pre-teaching Period Start not applicable
Teaching Period 24-Jul-2017 to 22-Oct-2017
Assessment Period End 17-Nov-2017
Last date to Self-Enrol 04-Aug-2017
Census Date 31-Aug-2017
Last date to Withdraw without fail 22-Sep-2017

Timetable can be viewed here.
For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment:

170 hours

Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability


Dr Gavin Slemp



Subject Overview:

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.

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
  • Use digital media to demonstrate application of performance concepts, equivalent to (2000 words) due mid semester (50%)
  • Reflective journal (2000 words) due end of semester (50%)

Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.

Prescribed Texts:

Positive Human Functioning from a Multi-dimensional Perspective (vol 3) Promoting High Performance. Gomes, Resende & Albuquerque (2014). Nova Science, NY. [eBook]. Available through the LMS.

Breadth Options:

This subject potentially can be taken as a breadth subject component for the following courses:

You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

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.
Related Breadth Track(s): Positive individuals, organisations and communities

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