This unit will outline a number of concepts to enhance a coach¿s effectiveness and provide a smooth transition from elite player to elite coach. Content includes organisational skills, coaching strategies, enhancing athlete skill learning, learning styles, communication skills (one-on-one, group, conflict) and reflective practice. Mastery of the above skills will contribute to the development of the excellence that the Australian athlete and coach are seeking.

This unit examines the knowledge (professional, interpersonal and intrapersonal) and behaviours associated with coaching expertise. We explore strategies to develop athlete outcomes (competence, confidence, connection and character) in different sporting contexts and discuss the importance of coaching efficacy and emotional intelligence in responding to various coaching scenarios. The ability to evaluate one's performance is part of the coaching process. This unit will examine such questions such as: was the coaching effective in achieving its purpose(s)? What changes can be made to improve the quality of coaching? The coach has the responsibility of analysing coaching sessions to recognise strengths and address weaknesses to identify new levels of effectiveness. This unit will emphasise critical reflection and the development of skills and innovative techniques for assessing coaching effectiveness.

This unit will examine the use of technology in sport and introduce students to some of the most applicable coaching tools and technologies. Many new technologies can do what in the past could not be achieved, can show you what the human eye cannot see, and in many cases provide support for coaches' intuition. Many of these tools/software programs can be incorporated into everyday training and coaching, as well as provide valuable information in preparation for athlete development and performance. Most technologies discussed will be portable or laptop based systems. Examples include game analysis, skill analysis and programming software as well as the use of technology to enhance remote coaching. Industry standard applications and software will also be explored.

Successful coaching requires good management and organisational skills. At the micro level, how effectively coaching sessions are planned and implemented will influence whether short-term goals and outcomes are achieved. However, to plan for optimum performance and overall development of athletes coaches must develop a program that is more than just a training and competition plan. They must consider the impact of a wide range of issues in developing, managing and monitoring the environment to guarantee desired outcomes. In this approach to coaching all aspects of the program will be fully integrated and sequenced. This unit will critically examine the processes, models, research findings and strategies relating to issues such as peak performance theory, good to great principles, strategic management, staff selection and recruitment, periodisation, concurrent training, goal setting and catering for different learning styles. The cases presented in this unit provide a contextual opportunity for planning at the macro and micro level to be developed, evaluated and discussed. At the completion of this unit it is hoped that coaches are more confident and knowledgeable in this content area, understand the vital link between theory and practice and value the need for them to be research informed coaches.

This unit discusses contemporary issues pertinent to today's coach. Topics include leadership development, group dynamics, the various roles and responsibilities of the current head coach and assistant coach, athlete centred coaching and pertinent sports psychology issues. It is suggested that it is leadership quality that separates the truly effective coaches from the rest. It is their ability to sell their unique coaching system to their athletes, to develop a team culture that builds on relationships, and their ability to impact on training intensity that affects success the most - not just the mastery of the 'X's' and 'O's' of their sport. Relevant issues will be explored throughout this unit.

This unit is designed to investigate the techniques and procedures involved in athlete development. Specifically this focuses on identifying talent and appropriate recruitment systems, discussing what makes an athlete successful, and providing for a smooth transition from junior to senior ranks.

You do not have to be an expert in sport science but an understanding of the fundamentals of sport science will add to the effectiveness of your coaching. The skilled coach is able to take the specialised information from sport science and blend it into a multidisciplinary perspective. The challenge for the coach is to develop an integrated model with the right mix of training activities, techniques and sport science support to optimise development and performance.

Institutions throughout most parts of the world are confronted by a period of rapid and dramatic change. The external demands placed upon them to change and improve are considerable. The key elements of leadership, vision and mission and their relationships to the development of a unique organisational culture are essential ingredients for organisational effectiveness, excellence and continuous improvement. This core unit focuses upon the internal and external forces that influence the culture of a variety of organisations and uses the competing theories and alternative approaches to management development.

Leadership is the key to a successful organisation. This core unit focuses upon the importance of leadership and what it involves in a variety of organisational settings. In bringing about change in an organisation a leader must be able to share with others a vision for the future of that organisation and implement strategies that enable the organisation to meet future challenges. Special attention is given to leadership styles, gender issues and the place of ethics and emotions in leadership.

In a rapidly changing world the necessity for an organisation to improve performance in order to keep pace and even be in the forefront of changes is an imperative for long-term survival. This unit explores the concepts of the learning organisation, organisational learning and communities of practice and professional learning communities. Emphasis is placed upon the importance of dialogue in organisational learning. The use of scenario analysis, scenario planning and learning histories as means of supporting organisational learning is studied. Please note that intensive delivery is only available to Scots College Cohort.

A core unit of study which examines ways in which current understanding of cognitive processes related to learning, knowing and thinking may contribute to the design of learning experiences in varied settings. Consideration will be given to constructivist and generative approaches to learning and to schema theory approaches to facilitating knowledge development and problem-solving skills. Emphasis will be placed on the teaching of learning strategies, the development of metacognitive skills and the integration of domain knowledge and strategic knowledge. Issues of transfer of learning, patterns of student interaction in learning, creativity and the facilitation of self-regulation in the learner will be examined.

The major focus of this core unit centres on recent psychological study of motivational processes in the learner and on ways in which learning environments may be seen to foster student motivation for learning and thereby facilitate the attainment of desired learning objectives. The unit will consider the balance between intrinsic and extrinsic sources of motivation, teacher expectations and learner motivation, self-concept and self-system processes in learning and issues of success and failure and anxiety in learning settings. Emphasis will be placed on goal setting and feedback in establishing a facilitative learning environment, student interaction in cooperative learning and the development of motivational components of self-regulation in the learner.

This core unit of study centres on examination and evaluation of a number of approaches to the development of higher order cognitive skills. Consideration will be given to the structuring of knowledge to facilitate explanation, problem-solving and creativity and to the use of internalised self-regulatory control strategies in fostering cognitive outcomes. Ways in which thinking and cognition can be supported and extended in educational contexts will be examined in some detail. Particular attention will be given to factors that influence thinking, the role of tools and technologies in facilitating thinking, and perspectives on thinking and cognition generated by contemporary research in cognitive science.

This unit provides you with the opportunity to develop a portfolio, where you can document and critically examine how you supported the learning of other participants in your formal or informal setting. Students are expected to implement an initiative to improve participants' learning in a formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. University staff may undertake this unit by completing the development program for Research Higher Degree Supervision. No concurrent enrolment with EDPZ6010 unless special permission has been granted by the Faculty.

This unit is designed to enable educators, with the support of a mentor, to document and engage in critical reflection on professional workplace learning, differing from its companion unit EDPZ5010, due to the focus on leadership and your professional role in working with colleagues' professional development. This unit provides you with the opportunity to develop a professional portfolio where you can document and critically examine how you have led others to improve the work in your formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. No concurrent enrolment with EDPZ5010 unless special permission has been granted by the Faculty.

In Australia, one of the standards within the domain of Professional Knowledge describes what teachers must know and be able to do to 'assess, provide feedback, and report on student learning' at the 4 career levels. This unit provides a basic introduction to what teachers need to know and do to meet the assessment requirements of the assessment standards for the Proficiency Career Level.

The pressures and incentives that are driving the need for data literacy for school teachers come from many directions: (a) the move to a standards referenced system, (b) the integration of international, national and statewide high stakes testing programs, and (c) the requirement in the Australian Professional Standards for Teachers that directly address data literacy. In this unit data literacy is broadly defined as the ability to understand and use data effectively to inform teaching and learning decisions.

This unit introduces students to the major issues underlying qualitative research. It examines the relationship between research questions and appropriate study designs, as well as ethical considerations. Students will develop extensive skills in the use of interviewing, observation case study and focus group research techniques.

This unit is seen as the foundation unit in research methods and it provides an overview of the research process, with a focus on developing skills for critical evaluation of research reports and the design of research projects. Research strategies, sampling and design issues and various methods of data collection and analysis are examined. Students explore both quantitative and qualitative research approaches. The assessment in this unit is developed around students' own research interests and by the end of the unit students will have developed their own research proposal document.

Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action research or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methodology unit of study prior to undertaking the Dissertation, which will support the proposal development.