Workshop overview

Year level 9 to 12
Capacity A standard class group or team of 15-30 students
Duration To maximise our impact, we will spend a full day at your school equipped with enough technology to facilitate two classes per 50 – minute session (or adjusted to fit the period length your school follows)

Workshop details

Students wear Catapult GPS Chips, the same technology used by professional sporting organisations, and take part in a live, filmed game, generating real-time data across key metrics including total distance, acceleration and deceleration efforts, and work-to-rest ratio.

The session is simultaneously captured by an AI tracking camera, producing footage to analyse team tactics, player positioning and individual effort levels.

Students then step into the role of analyst, cross-referencing their personal GPS data with video footage to uncover the connections between physical output and games performance. This workshop connects how wearable technology, data analytics, and artificial intelligence are reshaping performance analysis in sport.

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Curriculum links

Year 9-10 Curriculum Links

Mathematics

  • AC9M9ST03: Represent the distribution of multiple data sets for numerical variables using comparative representations; compare data distributions with consideration of centre, spread and shape, and the effect of outliers on these measures. Students can compare performance data sets generated across fitness, reaction and skill-testing activities.
  • AC9M10ST02: Compare data distributions for continuous numerical variables using appropriate data displays, including boxplots, and discuss centre, spread, shape and outliers in context. Students can use sport performance data to compare distributions across individuals, attempts or activities.
  • AC9M10ST03:Construct scatterplots and comment on the association between 2 numerical variables in terms of strength, direction and linearity. Students can investigate relationships such as speed and power, distance and effort, or workload and recovery.
  • AC9M10ST05:Plan and conduct statistical investigations involving bivariate data, and evaluate and report findings with consideration of the limitations of any inferences. Workshops provide authentic contexts for students to collect, analyse and report sport performance data.

Science

  • AC9S9U01: Compare the role of body systems in regulating and coordinating the body’s response to a stimulus, and describe the operation of a negative feedback mechanism. This aligns with reaction-time activities, physiological responses to exercise and coordination tasks.
  • AC9S9U05: Apply the law of conservation of energy to analyse system efficiency in terms of energy inputs, outputs, transfers and transformations. This aligns with cycling, rowing and power-based tasks where students consider efficiency and output.
  • AC9S10U05: Investigate Newton’s laws of motion and quantitatively analyse the relationship between force, mass and acceleration of objects. This aligns strongly with sprint testing, force production, acceleration and sport-performance applications.
  • AC9S9I03 / AC9S10I03: Select and use equipment to generate and record data with precision to obtain useful sample sizes and replicable data, using digital tools as appropriate. Students use timing gates, GPS units, trackers and other digital equipment to capture valid data.
  • AC9S9I05 / AC9S10I05:Analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies. Students interpret performance data to identify movement and workload patterns.

Health and Physical Education (HPE)

  • AC9HP10M02:Create and refine movement strategies to achieve successful outcomes across a range of challenging movement situations. Students test and adjust strategies during competitive and technology-supported activities.
  • AC9HP10M03:Apply movement concepts in new or challenging movement situations and analyse the impact each concept has on movement outcomes. Students use video, feedback and data to analyse how force, speed, space and timing affect performance.
  • AC9HP10P04: Participate in physical activities designed to enhance health, wellbeing and fitness, and design, apply and evaluate strategies for incorporating these activities into their lives. Students engage in fitness and skill-based activities and reflect on how these support performance and wellbeing.
  • AC9HP10M05:Participate in physical activities that promote health and social outcomes to design and evaluate participation strategies for themselves and others. This is a useful secondary link where workshops emphasise engagement, participation and access through technology.

Digital Technologies

  • AC9TDI10K01: Investigate how hardware and software manage, control and secure access to data in networked digital systems. Students engage with GPS, wearable technologies, AI cameras and data-driven sport systems.
  • AC9TDI10P01: Plan, develop, and communicate design ideas and solutions. Students create potential solutions or modifications for improving performance feedback in sports tech using data from Sprint Timing Gates or VR sports.
  • AC9TDI10P02:Analyse and visualise data interactively using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends and outliers. This is a strong fit for sport analytics and player-performance data.

Design and Technologies

  • AC9TDE10K02: Analyse the impact of innovation, enterprise and emerging technologies on designed solutions for global preferred futures. This can be used where students critique how sport technologies are shaping participation and performance.
  • AC9TDE10P02:Apply innovation and enterprise skills to generate, test, iterate and communicate design ideas, processes and solutions, including using digital tools. This is best used only if the workshop includes a follow-up redesign or improvement task.

Senior Years 11-12 Curriculum Links

Design and Technologies

Download the syllabus

Unit 2: Commercial design influences

  • Students investigate how technologies influence the development of products, services and experiences for specific users and clients.
  • Workshop activities align by requiring students to evaluate sport technologies (e.g. GPS, VR, analytics tools) and consider how design decisions impact performance, usability and engagement in sport.

Unit 3: Human‑centred design

  • Students apply designing with empathy to respond to the needs and wants of individuals or user groups.
  • Workshop tasks align through analysis and critique of interactive sport technologies, with students considering accessibility, user experience, motivation and performance outcomes.

Mathematics (General - Data Analytics Focus)

Download the syllabus

Unit 2: Applications of linear equations and univariate data analysis

  • Students analyse single‑variable data sets, using statistics to summarise and interpret results.
  • Workshop alignment includes analysing performance data such as sprint times, reaction scores, power outputs and skill accuracy from sport technology stations.

Unit 3: Bivariate data and time series analysis

  • Students investigate relationships between variables and identify trends over time using real‑world data.
  • Workshop activities align through exploration of relationships (e.g. speed vs power, workload vs fatigue), and comparison of performance data across individuals or repeated attempts.

Physical Education

Download the syllabus

Unit 1: Motor learning, functional anatomy and biomechanics in physical activity

  • Students apply biomechanical principles and motor learning concepts to analyse and improve movement.
  • Workshops align through timing gates, video analysis, swing mechanics, and reaction testing where students interpret movement efficiency and technique.

Unit 2: Sport psychology and equity in physical activity

  • Students examine psychological factors influencing participation, performance and engagement, including barriers and enablers.
  • Workshop activities align through gamified and interactive technologies that influence motivation, confidence, inclusivity and participation.

Unit 4: Energy, fitness and training in physical activity

  • Students analyse physiological demands of physical activity and apply training principles to improve performance.
  • Workshops align through wearable technology, strength and conditioning testing, and cardiovascular activities where students interpret physiological and performance data.

SIS Sport, Fitness and Recreation Training

The workshops also align broadly with pathways in the SIS Sport, Fitness and Recreation Training Package, exposing students to contemporary practices, technologies and performance environments relevant to vocational education and industry settings. These workshops are not designed to deliver or assess specific units of competency; rather, they provide meaningful contextual links to vocational pathways in sport, recreation, fitness, coaching and athlete development. [training.gov.au], [training.gov.au]

These workshops provide authentic exposure to practices, tools and environments aligned with pathways in the SIS Sport, Fitness and Recreation Training Package. They are not designed to deliver or assess specific units of competency.