Fundamentals of Performance Health G (11922.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Online self-paced |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Health |
| Discipline | Study level | HECS Bands |
| Uc Research Institute Of Sport & Exercise | Graduate Level | Band 2 2021 (Commenced After 1 Jan 2021) Band 3 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Apply population health principles in performance health management;
2. Identify a relevant context; design and implement a sequence of prevention;
3. Recognise and describe the socioecological models of health at individual and population levels; and
4. Evaluate and apply methodologies to determine the impact and interaction of physical, mental and biologic stressors to human health.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - use Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | Online self-paced | Dr Jeremy Witchalls |
| 2026 | Bruce, Canberra | Semester 1 | 16 February 2026 | Online self-paced | Dr Jeremy Witchalls |
Required texts
Summative:
Smyth, E. A., A. Donaldson, M. K. Drew, M. Menaspa, J. Cooke, S. A. Guevara, C. Purdam, C. Appaneal, R. Wiasak and L. Toohey (2023). "What Contributes to Athlete Performance Health? A Concept Mapping Approach." Int J Environment Res Pub Health 20(1): 300. https://doi.org/10.3390/ijerph20010300
Models of Prevention
Fletcher, R., Fletcher, S. W., Fletcher, G. S., Fletcher, R., Fletcher, S. W., & Fletcher, G. S. (n.d.). Chapter 10: Prevention. In Clinical epidemiology: the essentials.
van Mechelen, W., Hlobil, H., Kemper, H. C., & Public and occupational health. (1992). Incidence, severity, aetiology and prevention of sports injuries. A review of concepts. Sports Medicine, 14(2), 82–99. https://doi.org/10.2165/00007256-199214020-00002
Finch, C. (2006). A new framework for research leading to sports injury prevention. Journal of Science and Medicine in Sport, 9(1-2), 3–9. https://doi.org/10.1016/j.jsams.2006.02.009
Jacobsson, J., & Timpka, T. (2015). Classification of Prevention in Sports Medicine and Epidemiology. Sports Medicine, 45(11), 1483–1487. https://doi.org/10.1007/s40279-015-0368-x
Hulme, A., Salmon, P. M., Nielsen, R. O., Read, G. J. M., & Finch, C. F. (2017). Closing Pandora's Box: adapting a systems ergonomics methodology for better understanding the ecological complexity underpinning the development and prevention of running-related injury. Theoretical Issues in Ergonomics Science, 18(4), 338–359. https://doi.org/10.1080/1463922X.2016.1274455
Bolling, C., Mellette, J., Pasman, H. R., van Mechelen, W., Verhagen, E., Public and occupational health, … CCA - Treatment and quality of life. (2019). From the safety net to the injury prevention web: applying systems thinking to unravel injury prevention challenges and opportunities in Cirque du Soleil. BMJ Open Sport & Exercise Medicine, 5(1), e000492. https://doi.org/10.1136/bmjsem-2018-000492
Surveillance
Timpka, T., Jacobsson, J., Bickenbach, J., Finch, C., Ekberg, J., & Nordenfelt, L. (2014). What is a Sports Injury? Sports Medicine, 44(4), 423–428. https://doi.org/10.1007/s40279-014-0143-4
Timpka, T., Jacobsson, J., Ekberg, J., Finch, C. F., Bichenbach, J., Edouard, P., … Alonso, J. M. (2015). Meta-narrative analysis of sports injury reporting practices based on the Injury Definitions Concept Framework (IDCF): A review of consensus statements and epidemiological studies in athletics (track and field). Journal of Science and Medicine in Sport, 18(6), 643–650. https://doi.org/10.1016/j.jsams.2014.11.393
Toohey, L., Drew, M., Fortington, L., Finch, C., & Cook, J. (2018). An Updated Subsequent Injury Categorisation Model (SIC-2.0): Data-Driven Categorisation of Subsequent Injuries in Sport. Sports Medicine, 48(9), 2199–2210. https://doi.org/10.1007/s40279-018-0879-3
Clarsen, B., Bahr, R., Clarsen, B. (correspondence author), & Clarsen, B. (record owner). (2014). Matching the choice of injury/illness definition to study setting, purpose and design: one size does not fit all! British Journal of Sports Medicine, 48(7), 510–512. https://doi.org/10.1136/bjsports-2013-093297
Shrier, I., Lamme, E., & Deschenes, E. (2014). Sport Medicine Surveillance 101: What Clinicians Need To Know When Choosing Software Programs To Record Injuries and Illnesses. Current Sports Medicine Reports, 13(5), 341–348. https://doi.org/10.1249/JSR.0000000000000087
Stovitz, S. D., Shrier, I., Stovitz, S. D. (correspondence author), & Stovitz, S. D. (record owner). (2012). Injury rates in team sport events: tackling challenges in assessing exposure time. British Journal of Sports Medicine, 46(14), 960–963. https://doi.org/10.1136/bjsports-2011-090693
Wik, E. H., Materne, O., Chamari, K., Duque, J. D. P., Horobeanu, C., Salcinovic, B., … Johnson, A. (2019). Involving research¿invested clinicians in data collection affects injury incidence in youth football. Scandinavian Journal of Medicine & Science in Sports, 29(7), 1031–1039. https://doi.org/10.1111/sms.13427
Shrier, I., Clarsen, B., Verhagen, E., Gordon, K., Mellette, J., Shrier, I. (correspondence author), & Shrier, I. (record owner). (2017). Improving the accuracy of sports medicine surveillance: when is a subsequent event a new injury? British Journal of Sports Medicine, 51(1), 26–28. https://doi.org/10.1136/bjsports-2016-096160
Finch, C. F., Fortington, L. V., Finch, C. F. (correspondence author), & Finch, C. F. (record owner). (2018). So you want to understand subsequent injuries better? Start by understanding the minimum data collection and reporting requirements. British Journal of Sports Medicine, 52(17), 1077–1078. https://doi.org/10.1136/bjsports-2017-098225
Causation
Fletcher, R. H., & Fletcher, R. H. (n.d.). Chapter 12: Cause. In Clinical epidemiology: the essentials.
Shrier, I. (2007). Understanding Causal Inference: The Future Direction in Sports Injury Prevention. Clinical Journal of Sport Medicine, 17(3), 220–224. https://doi.org/10.1097/JSM.0b013e3180385a8c
Glass, T. A., Goodman, S. N., Hernn, M. A., & Samet, J. M. (2013). Causal Inference in Public Health. Annual Review of Public Health, 34(1), 61–75. https://doi.org/10.1146/annurev-publhealth-031811-124606
Hulme, A., & Finch, C. (2015). From monocausality to systems thinking: a complementary and alternative conceptual approach for better understanding the development and prevention of sports injury. Injury Epidemiology, 2(1), 1–12. https://doi.org/10.1186/s40621-015-0064-1
Hjerrild, M., Videbaek, S., Theisen, D., Malisoux, L., & Oestergaard Nielsen, R. (2018). How (not) to interpret a non-causal association in sports injury science. Physical Therapy in Sport, 32, 121–125. https://doi.org/10.1016/j.ptsp.2018.05.009
Stovitz, S. D., Verhagen, E., & Shrier, I. (2019). Distinguishing between causal and non-causal associations: implications for sports medicine clinicians. British Journal of Sports Medicine, 53(7), 398–399. https://doi.org/10.1136/bjsports-2017-098520
Screening
Gordis, l., & Gordis, L. (n.d.). Chapter 18: The epidemiological approach to evaluating screening programs. In Epidemiology. Fourth edition,. Retrieved from Gordis, L. (2008). Epidemiology. Fourth edition, Saunders.
Fletcher, R., Fletcher, S. W., Fletcher, G. S., Fletcher, R., Fletcher, S. W., & Fletcher, G. S. (n.d.). Chapter 10: Prevention. In Clinical epidemiology: the essentials.
Bahr, R., Bahr, R. (correspondence author), & Bahr, R. (record owner). (2016). Why screening tests to predict injury do not work-and probably never will…: a critical review. British Journal of Sports Medicine, 50(13), 776–780. https://doi.org/10.1136/bjsports-2016-096256
Jacobsson, J., & Timpka, T. (2015). Classification of Prevention in Sports Medicine and Epidemiology. Sports Medicine, 45(11), 1483–1487. https://doi.org/10.1007/s40279-015-0368-x
Verhagen, E., Van Dyk, N., Clark, N., & Shrier, I. (2018). Do not throw the baby out with the bathwater; screening can identify meaningful risk factors for sports injuries. British Journal of Sports Medicine, 52(19), 1223–1224. https://doi.org/10.1136/bjsports-2017-098547
Performance and health
Keyes, K., & Galea, S. (2015). What matters most: quantifying an epidemiology of consequence. Annals of Epidemiology, 25(5), 305–311. https://doi.org/10.1016/j.annepidem.2015.01.016
Dijkstra, H. P., Pollock, N., Chakraverty, R., & Alonso, J. M. (2014). Managing the health of the elite athlete: a new integrated performance health management and coaching model. British Journal of Sports Medicine, 48(7), 523–52331. https://doi.org/10.1136/bjsports-2013-093222
Mooney, M., Charlton, P. C., Soltanzadeh, S., & Drew, M. K. (2017). Who "owns" the injury or illness? Who "owns" performance? Applying systems thinking to integrate health and performance in elite sport. British Journal of Sports Medicine, 51(14), 1054–1055. https://doi.org/10.1136/bjsports-2016-096649
Drew, M. K., Raysmith, B. P., Charlton, P. C., Drew, M. K. (correspondence author), & Drew, M. K. (record owner). (2017). Injuries impair the chance of successful performance by sportspeople: a systematic review. British Journal of Sports Medicine, 51(16), 1209–1214. https://doi.org/10.1136/bjsports-2016-096731
Sports Epidemiology Methods
Knowles, S. B., Marshall, S. W., & Guskiewicz, K. M. (2006). Issues in estimating risks and rates in sports injury research. Journal of Athletic Training, 41(2), 207–215.
Brooks, J., & Fuller, C. (2006). The Influence of Methodological Issues on the Results and Conclusions from Epidemiological Studies of Sports Injuries. Sports Medicine, 36(6), 459–472. https://doi.org/10.2165/00007256-200636060-00001
Suggested reading (non-peer reviewed articles)
Raysmith, B. (n.d.). Managing performance. SportsPhysio. Retrieved from SportsPhysio, 2019, Issue 2, pp6-7. Published by Australian Physiotherapy Association
Blanch, P. (n.d.). How things have changed. SportsPhysio. Retrieved from SportsPhysio, ISSUE 2, 2019 pp8-9, published by the Australian Physiotherapy Association
Toohey, L. (2019). Avoiding the injury roundabout. SportsPhysio, (2), 10–11. Retrieved from SportsPhysio, published by Australian Physiotherapy Association
Mahony, K. (2019). Proactive approach to injury prevention. SportsPhysio, (2), 12–13. Retrieved from SportsPhysio, published by Australian Physiotherapy Association
Watson, K. C. (2019). Health and Athlete Performance. SportsPhysio, (2), 14–16.
Submission of assessment items
Extensions & Late submissions
Artificial intelligence
Students are not permitted to use generative artificial intelligence (GenAI) in assessments for this unit.
GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:
- the Unit Convener has authorised GenAI use for that assessment
- the student uses GenAI in the way that the assessment instructions allow
- the student fully acknowledges their use of GenAI, with proper citations, references and a GenAI Acknowledgement Statement in line with the assessment instructions.
Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not permitted for that assessment. Students must still provide the required GenAI Acknowledgement Statement to indicate whether GenAI has or has not been used in the preparation of the assessment. If unsure, students should seek advice from the Unit Convener.
The GenAI for Students Links to an external site. Library Guide provides further information, including how to reference GenAI.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Participation requirements
The Intensive 2-day classes in Week 5 and 7 are designed to be delivered face to face, requiring online face-toface attendance for those two blocks of two days.
Required IT skills
Classes and tutorials involving face-to-face tutorials will be conducted online using Microsoft Teams as a group meeting platform. Access to this software and the skills to use it are an assumed IT skill required for participation in this unit.
Work placement, internships or practicums
None.
