Australian Government: Australian Sports Anti-Doping Authority

Vision

To achieve excellence in anti-doping through the effective and efficient delivery of education and awareness solutions that maintain Australia’s sporting integrity.

Mission

To ensure:

• every member of Australia’s sporting community has the opportunity to access quality anti-doping education
• a blend of flexible teaching and learning approaches that cater to a diverse range of needs
• efficient participant and program management, with meaningful and timely reporting to enable continuous monitoring, evaluation and accountability.

ASADA’s approach to anti-doping education is based on a four-phase model.

Analysis

During the analysis phase, the need for education (new or revised) to improve Australia’s sports anti-doping behaviour is analysed and specified. Environmental analyses are conducted, and education proposals are developed in line with ASADA’s strategic and education plans and budget requirements.

Design and development

The design phase is when the assessment, learning and evaluation strategies for education are selected. During development, the specific materials and equipment needed to deliver education and evaluate performance are prepared in accordance with the curriculum framework.

Delivery

The delivery phase involves the ongoing implementation of education and associated assessment. ASADA uses a comprehensive learning-management system to ensure an effective and efficient solution delivery.

Evaluation and reporting

Evaluation is the process of checking how well education has prepared learners for anti-doping in sport and whether the requirements have been met. It identifies under and over- education, the strengths and shortfalls of education, and makes recommendations for improvement. ASADA uses the Kirkpatrick model to frame the evaluation of its anti-doping education solutions.

Detailed information on previous education programs and outcomes is available from ASADA annual reports.

The ASADA curriculum framework sets the foundation for curriculum development for anti-doping education in Australia, including all of ASADA’s anti-doping education services.

The curriculum framework comprises six key learning areas and four additional learning areas to guide curriculum decision-making.

Thirteen specific behaviours have been identified as essential for members of the Australian anti-doping sporting community to know, understand, value and implement.

Key elements of the framework, aligned with strategic goals, are:

• understanding the capabilities required of the Australian sporting community to reduce the risk of inadvertent doping
• understanding the capabilities required of the Australian sporting community to deter doping in sport
• developing a national approach to capability development
• behavioural indicators for the increase in learning complexity.

The framework is designed to ensure all members of the Australian sporting community are provided with a comprehensive and balanced curriculum that will:

• give them every chance to develop the essential knowledge, understanding, skills and values that allow them to be active, effective and responsible in protecting Australia’s sporting integrity
• prepare them to contribute positively to the anti-doping cause both now and in the future
• encourage and enable them to identify the attitudes towards anti-doping in sport and to realise their individual potential
• encourage and enable them to contribute to a fair and level playing field that values diversity
• promote continuity and coherence of learning across the Australian sporting community.