**Ath 530 Lata 09 1

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**Ath 530 Lata 09 1

  1. 1. Nova Southeastern University Fischler School of Education and Human Services Syllabus I. COURSE PREFIX, NUMBER, AND TITLE: ATH 530 Marketing in Athletic Administration (3 credits) I. INSTRUCTOR/FACULTY MEMBER Name: John Lata, Ph.D. Email: jlata@nsu.nova.edu Telephone: 850-644-8986 Fax: 850-644-7025 Students should contact their instructor for any questions regarding this course. PROFESSOR/LEAD FACULTY (Responsible for Syllabus): Name: Jennifer Reeves, Ph.D. Email: jennreev@nsu.nova.edu Telephone: 954-262-8536, 1-800-986-3223, ext. 8536 Fax: 954-262-3826 Office: 1750 NE 167th Street, North Miami Beach, FL 33162 NOTE: To ensure program consistency, all sections of each course in the Fischler School of Education and Human Services, regardless of delivery format, follow the same course requirements and content as listed in this syllabus that is provided by the Program Professor/Lead Faculty. The Instructor may modify readings, topics, or assignments only after consultation with the professor/lead faculty listed above. II. COURSE DESCRIPTION A. This course will expose the student to fundamental concepts of marketing, emphasizing how those concepts are applied to the domestic sports industry as well as to the international market. The course will focus on the unique aspects of sport, such as its particular product and life cycle profiles, the sport consumer and the various marketing tools and strategies that can be utilized to successfully bring the product to market, specifically the classic marketing mix, targeting, segmentation, program implementation and control. B. Course Rationale: This course is designed for graduate students with the aim of applying various marketing concepts to the business of sport. The sport business is extensive and competitive. In order to effectively market a product, a sport administrator or manager must be able to apply effective marketing strategies. ATH 530 Page 1 of 21 October 2008
  2. 2. III. COURSE OBJECTIVES: Upon successful completion of this course students will be able to: 1. Describe the contemporary sport business industry and its unique aspects. SMPRC 6 2. Identify the historical eras in sport marketing and the sport industry. SMPRC 6 3. Demonstrate an understanding of the global characteristics of sport business and how sport and global markets merge. SMPRC 6 4. Identify the role of strategic marketing with emphasis on the sports industry. SMPRC 6 5. Apply the Sport Marketing Management Model to the practice of sport marketing. SMPRC 6, 10 6. Describe why research is important in sport marketing and apply different sport marketing research strategies. SMPRC 6, 10 7. Conduct a SWOT analysis and apply your findings. SMPRC 6, 10 8. Demonstrate and apply the concepts of segmentation, targeting, and positioning in sport business. SMPRC 6 9. Demonstrate an understanding of marketing information systems and how they can be used in the sport industry. SMPRC 6 10. Evaluate and apply the Marketing Mix Strategy in the sport industry. SMPRC 6 11. Demonstrate an in-depth understanding of the products and the product life cycle in the sport industry. SMPRC 6 12. Describe and implement pricing strategies for the sport industry. SMPRC 6 13. Analyze the marketing channels and distribution decisions in the sport industry. SMPRC 6 14. Implement and evaluate promotion in the sport industry, including media relations, endorsements, sponsorship, licensing, and logos. SMPRC 6 15. Describe the benefits of web-based sport marketing in today’s world. SMPRC 6 16. Develop a marketing plan using the Sport Marketing Management Model. SMPRC 6, 10 17. Demonstrate effective written communication skills, with emphasis on the use of APA style. SMPRC 10 KEY SMPRC = Sport Management Program Review Council IV. REQUIRED MATERIALS Required Textbook(s): Pitts, B, & Stotlar, D. (2007). Fundamentals of sport marketing (3rd ed.). Morgantown, WV: Fitness Information Technology. Required Supplemental Materials: ATH 530 Page 2 of 21 October 2008
  3. 3. American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. NOTE: Check the course textbook list for updates. http://www.nsubooks.bkstore.com/ V. CALENDAR OF WEEKLY REQUIREMENTS Week Topics Class Activities & Assignments 1 The Sport Business Industry: Readings: Pitts & Stotlar, Chapters 1-2 Currently, Historically, and Activities: Introduce yourself to the class; Globally Learning Activities 1 – 3 Course Objectives: 1, 2, 3, 4, 17 2 Sport Marketing Theory and Readings: Pitts & Stotlar, Chapters 3-4, Research Appendix A Assignment: Part I: Sport Business Identification, Mission, and Research Due Course Objectives: 1, 4, 5, 6, 7, 17 3 Segmentation and Readings: Pitts & Stotlar, Chapters 5-6 Information Management Appendix F Activities: Learning Activities 4 – 7 Course Objectives: 1, 4, 6, 7, 8, 9, 17 4 The 4P’s of Marketing; Readings: Pitts & Stotlar, Chapters 8-10 Products and Pricing Activities: Learning Activities 8 – 9 Assignment: Part II: Market Analysis, Segmentation, and Target Due Course Objectives: 1, 4, 6, 7, 10, 11, 12, 17 5 Place and Promotion Readings: Pitts & Stotlar, Chapters 11-12 Activities: Learning Activities 10 – 11 Appendix D Course Objectives: 1, 4, 6, 7, 10, 13, 14, 17 6 Media, Sponsorship, Readings: Pitts & Stotlar, Chapters 13-14 Licensing, and Logos Activities: Learning Activity 12 – 14 Assignment: Part III: Sport Marketing Mix Decisions and Strategies Due Course Objectives: 1, 4, 6, 7, 10, 14, 17 7 Marketing Pitch Assignment: Part IV: Sport Marketing Presentation Due Activity: Question for Study, p. 325, #1 Course Objectives: 1, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 ATH 530 Page 3 of 21 October 2008
  4. 4. II. DESCRIPTION OF ACTIVITIES AND ASSIGNMENTS Learning Activities/Question for Study (3 points each, 45 points total) For each of the Learning Activities below, please refer to the Pitts & Stotlar text and follow the directions. The learning activities are meant to apply the sport marketing concepts discussed in class to the real world. Many of the learning activities will require you to conduct research by going out into the field and finding information, asking questions, administering surveys, conducting observations, and/or analyzing content on the internet or through your community resources. Learning Activities 1 – 3: Pitts & Stotlar, p. 40, Learning Activities 1 – 3 Learning Activities 4 – 7: Pitts & Stotlar, p. 160, Learning Activities 1 and 2; and p. 170, Learning Activities 1 and 2 Learning Activities 8 – 9: Pitts & Stotlar, p. 231, Learning Activities 1 and 2 Learning Activities 10 – 11: Pitts & Stotlar, p. 291, Learning Activities 1 and 2 Learning Activity 12 – 14: Pitts & Stotlar, p. 325, Learning Activities 1 – 3 Question for Study 1: Pitts & Stotlar, p. 325, Questions for Study #1 Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 SMPRC Standard 6: Content Area – Marketing in Sport SMPRC Standard 10: Content Area – Research in Sport Grading Rubric: See Appendix A Sport Marketing Research Project (55 points total) The student will develop a sport marketing plan. You are in the sport business. Create a sport company to represent – you can be in the business of athletics, sporting goods, athletic equipment, participation sports, spectator sports, recreation, etc. Use your imagination and create your own company; however, feel free to model your business after an existing company. The student will then choose a sport product to promote. Your product can be athletic equipment, a recreation facility, a sports team, sporting goods, a 5K run to raise money for the athletic department, etc.; however, be sure that it is a realistic product for your company. The product can be one that you made up or one that already exists. This research project will address four main principles: (I) Sport Business Identification, Mission, and Research; (II) Market Analysis, Segmentation, and Target; (III) Sport Marketing Mix Decisions and Strategies; and (IV) Sport Marketing Presentation and Evaluation. Part I: Sport Business Identification, Mission, and Research (10 points) Identify your sport business and state your sport company’s mission and objectives (you can create your own mission and objectives or model a similar existing company’s mission and objectives. Hint: For a list of existing companies and contact information refer to Pitts & Stotlar, Appendix A). How will you go about achieving your objectives? Design a research project to determine the 4 C’s: the consumer, the competitor, the company, and the climate of your business. For part II you will actually have to collect and analyze your data so design something that is feasible to do in the given time ATH 530 Page 4 of 21 October 2008
  5. 5. frame! Examples of different types of methodologies include surveys, interviews, observations, content analysis, and focus groups, to name a few. For examples of existing marketing surveys, refer to Pitts & Stotlar, Appendix F. Remember, if you use one of these surveys, you might have to adapt it to fit your company’s needs. Detail how you will go about collecting your data (i.e., what you plan to do) and include your data collection instrument if you plan on using one. Grading Rubric: See Appendix B Part II: Market Analysis, Segmentation, and Target (15 points) Collect, analyze, and report your research data. What did you find? Discuss in terms of the 4 C’s: the consumer, the competitor, the company, and the climate. Based on these results, conduct a SWOT analysis and discuss your results in detail. Based on your results, who is your consumer/target market? Grading Rubric: See Appendix C Part III: Sport Marketing Mix Decisions and Strategies (15 points) Identify the 4 P’s of Marking: Product, Price, Place, and Promotion. Describe the product that you want to promote, and determine the price, place, and promotion strategies that will help your company sell the product. Will you use an endorsement or sponsorship? Will you design a logo for your company? If so, include it. Explain in detail how you plan to promote your product. Grading Rubric: See Appendix D Part IV: Sport Marketing Presentation and Evaluation (15 points) You will submit your sport product to the class via a flyer and a production of a PowerPoint presentation (in the discussion section). The presentation should be at least seven slides and contain all pertinent information to sell your product. After the entire class has submitted their products, you will have 24 hours to decide which product (other than your own) you would want to buy. Evaluate this student’s presentation. Give the details of the product, why you would buy this product over the others presented in the class, and what this student did well to sell his/her product (i.e., how did it grab your attention). See Appendix E for the Sport Marketing Evaluation Form. Grading Rubric: See Appendix F Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 SMPRC Standard 6: Content Area – Marketing in Sport SMPRC Standard 10: Content Area – Research in Sport III. STANDARDS The Athletic Administration courses are aligned with the Sport Management Program Standards and Review Protocol (2000) published by the Sport Management Program Review Council (SMPRC), a joint association of the National Association for Sport and Physical Education (NASPE) and the North American Society for Sport Management (NASSM). ATH 530 Page 5 of 21 October 2008
  6. 6. Sport Management Program Review Council (SMPRC). Retrieved March 28, 2006, from http://www.aahperd.org/naspe/template.cfm?template= programs-smprc.html I. CLASS POLICIES A. Attendance: Students are expected to attend all class sessions. B. Writing Across the Curriculum This course includes written assignments that make up at least one half of the final course grade. • Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports. • FSEHS Standard Format for Assignments http://www.schoolofed.nova.edu/sso/PDF/fsehs_standard_format.pdf • FSEHS Writing Tutorial http://www.schoolofed.nova.edu/sso/acad_writing/apa/tutorial/apa.htm • Need more assistance with writing? http://www.schoolofed.nova.edu/sso/acad_writing/acad_writing_course.htm VI. GRADING CRITERIA A. Grading Rubrics: See Appendixes B. Grading Scale: Letter Grade Percentage Quality Points A 91-100 4.0 B+ 86-90 3.5 B 80-85 3.0 C 70-79 2.0 F Below 70 No Credit ATH 530 Page 6 of 21 October 2008
  7. 7. C. Course Assignments and their percentage of the final grade Assignment Points % Due Week # Learning Activities 45 45 1, 3, 4, 5, 6, 7 Sport Marketing Research 55 55 Project Part I: Sport Business 10 2 Identification, Mission, and Research Part II: Market Analysis, 15 4 Segmentation, and Target Part III: Sport Marketing Mix 15 6 Decisions and Strategies Part IV: Sport Marketing 15 7 Presentation and Evaluation Total 100 100 XI. LIST OF SUGGESTED RESOURCES A. Books and Articles: Fullerton, S. (2006). Sports marketing. New York: McGraw Hill. Graham, S. (2001). The ultimate guide to sports marketing. New York: McGraw Hill. McDonald, M. (1999). Cases in sport marketing. Boston: Jones and Bartlett Publishers. Pitts, B. (1998). Case studies in sport marketing. Morgantown, WV: Fitness Information Technology. Shank, M. (2004). Sports marketing: A strategic perspective (3rd ed.). Chicago, IL: Pearson Prentice Hall. ISBN: 0131440772 Stotlar, D. (2001). Developing successful sport marketing plans. Morgantown, WV: Fitness Information Technology. Stotlar, D. (2001). Developing successful sport sponsorship plans. Morgantown, WV: Fitness Information Technology. Supovitz, F. (2005). The sports event management and marketing playbook. Hoboken, NJ: John Wiley and Sons, Inc. ATH 530 Page 7 of 21 October 2008
  8. 8. B. Journals: Athletic Administration Athletic Management Athletic Business Coach and Athlete College Athletic Management International Journal of Sport Management International Journal of Sports Psychology Journal of Health, Physical Education, Recreation, and Dance Journal of Sport and Exercise Psychology Journal of Sports Behavior Journal of Sports Management Physical Educator Quest Research Quarterly for Exercise and Sport Scholastic Coach Sport Marketing Quarterly Strategies The Olympian Women in Sport C. Websites: Amateur Athletic Union (AAU). Retrieved January 4, 2007, from www.aausports.org/ American Alliance for Health, Physical Education, Recreation & Dance (AAHPERD). Retrieved January 4, 2007, from http://www.aahperd.org/index.cfm American Association for Health Education (AAHE). Retrieved January 4, 2007, from http://www.aahperd.org/aahe/ American Association for Physical Activity and Recreation (AAPAR). Retrieved January 4, 2007, from http://www.aahperd.org/aapar/template.cfm? template+whoWeAre.htm National Association of Collegiate Directors of Athletics (NACDA). Retrieved January 4, 2007, from http://www.nacda.cstv.com/nacda-nacda.html National Association of Intercollegiate Athletics (NAIA). Retrieved January 4, 2007, from www.naia.org National Association for Girls and Women in Sport (NAGWS). Retrieved January 4, 2007, from http://www.aahperd.org/nagws ATH 530 Page 8 of 21 October 2008
  9. 9. National Association for Sport and Physical Education (NASPE). Retrieved January 4, 2007, from http://www.aahperd.org/naspe National Collegiate Athletic Association (NCAA). Retrieved January 4, 2007, from www.ncaa.org/ Special Olympics. Retrieved January 4, 2007, from www.specialolympics.org/ Sport Management Program Review Council (SMPRC). Retrieved January 26, 2007, from http://www.aahperd.org/naspe/template.cfm? template=programs-smprc.html Ulrich’s Periodicals Directory, Retrieved January 4, 2007, from http://www.ulrichsweb.com/ulrichsweb/ Additional Assistance with APA formatting: APA Style.org website. APA Retrieved May 20, 2005, from http://www.apastyle.org/ StyleWizard.com. The APA Wizard retrieved November 9, 2005, from http://www.stylewizard.com/apa/apawiz.html Fischler School of Education, Office of Academic Affairs, Tutorials website. Retrieved May 20, 2005, from http://www.schoolofed.nova.edu/oaa/tutorials.htm Landmarks Citation Machine. Retrieved November 9, 2005, from http://citationmachine.net ATH 530 Page 9 of 21 October 2008
  10. 10. Appendix A ATH 530 Page 10 of 21 October 2008
  11. 11. Learning Activities Rubric (3 possible points for each learning activity) 3 points: The learning activity is well written and well organized. All aspects of the learning activity have been addressed and included in the write up. If the student was to collect data, the data are presented in an organized and coherent fashion. There are no errors in grammar, spelling, or APA format. 2 points: The learning activity is organized and coherent. Most aspects of the learning activity have been addressed and included in the write up. If the student was to collect data, the data are presented in a somewhat organized and coherent fashion. There are few errors in grammar, spelling, or APA format. 1 point: The learning activity is disorganized and scattered. Few aspects of the learning activity have been addressed or were simply not included in the write up. If the student was to collect data, the data either are not presented or presented in a disorganized and non coherent fashion. There are several errors in grammar, spelling, or APA format. ATH 530 Page 11 of 21 October 2008
  12. 12. Appendix B ATH 530 Page 12 of 21 October 2008
  13. 13. Part I: Sport Business Identification, Mission, and Research (10 Possible Points) 3 2 1 Score Business Identification, The business chosen is The business chosen is The business chosen is Mission, and Objectives realistic. The mission is somewhat realistic. The not realistic or not clearly stated and mission is stated and listed. The mission is appropriate. The somewhat appropriate. not appropriate or not objectives are clear and The objectives are included. The relevant to the mission. listed and somewhat objectives listed are not relevant to the mission. relevant to the mission. Research Plan The research plan is The research plan is The research plan is not comprehensive, somewhat detailed and detailed and/or not detailed, and appropriate. appropriate. appropriate. Data Collection The data collection Instrument instrument, if applicable, is included and appropriate. Organization/Grammar/ The plan is well The plan is somewhat The plan is APA format organized and well organized and coherent. disorganized and written. There are no There are few errors in incoherent. There are errors in grammar, grammar, spelling, or several errors in spelling, or APA APA format. Less than grammar, spelling, or format. At least 2 2 references are APA format. No references are included included. references are included. Total ATH 530 Page 13 of 21 October 2008
  14. 14. Appendix C ATH 530 Page 14 of 21 October 2008
  15. 15. Part II: Market Analysis, Segmentation, and Target (15 Possible Points) 3 2 1 Score Data Data was collected and Data was collected and Data was poorly collected Collection and analyzed appropriately. analyzed somewhat and either not analyzed or Analysis Important results are appropriately. Some results not analyzed appropriately. illustrated appropriately. are illustrated. No illustration of results. Reporting of The results of the research The results of the research The results of the research Results are described thoroughly in are described mostly in are incoherent and do not terms of the 4 C’s. terms of the 4 C’s. relate to the 4 C’s. SWOT The strengths, weaknesses, The strengths, weaknesses, The strengths, weaknesses, Analysis opportunities, and threats opportunities, and threats opportunities, and threats are described in detail. are described. are poorly described. Segmentation The segmentation and The segmentation and The segmentation and and Target target market are detailed target market are target market are not and appropriate. somewhat detailed and detailed, inappropriate, or appropriate. simply not discussed. Organization/ The analysis is well The analysis is somewhat The analysis is Grammar/ organized and well written. organized and coherent. disorganized and APA format There are no errors in There are few errors in incoherent. There are grammar, spelling, or APA grammar, spelling, or APA several errors in grammar, format. At least 2 format. Less than 2 spelling, or APA format. references are included. references are included. No references are included. Total ATH 530 Page 15 of 21 October 2008
  16. 16. Appendix D ATH 530 Page 16 of 21 October 2008
  17. 17. Part III: Sport Marketing Mix Decisions and Strategies (15 Possible Points) 3 2 1 Score Product The product is The product is The product is not appropriate, aligned somewhat appropriate, appropriate, with the business aligned with the inconsistent with the mission and objectives, business mission and business mission and and described in detail. objectives, and objectives, and poorly sufficiently described. described. Price The pricing strategy is The pricing strategy is The pricing strategy is appropriate and somewhat appropriate not appropriate and described in detail. and sufficiently poorly described. described. Place The marketing The marketing channels The marketing channels channels and and distributions are and distributions are distributions are somewhat appropriate not appropriate and appropriate and and sufficiently poorly described. described in detail. described. Promotion The product promotion The product promotion The product promotion is appropriate and is somewhat is not appropriate and described in detail. appropriate and poorly described. sufficiently described. Organization/Grammar/ The strategy is well The strategy is The strategy is APA format organized and well somewhat organized disorganized and written. There are no and coherent. There are incoherent. There are errors in grammar, few errors in grammar, several errors in spelling, or APA spelling, or APA grammar, spelling, or format. At least 2 format. Less than 2 APA format. No references are included. references are included. references are included. Total ATH 530 Page 17 of 21 October 2008
  18. 18. Appendix E ATH 530 Page 18 of 21 October 2008
  19. 19. Sport Marketing Evaluation Form Name of Business: _____________________________________ Product: ______________________________________________ Seller’s Name: _________________________________________ Description of the product: Why would you buy this product over the others presented in the class? Describe what this student did well to sell his/her product (i.e., how did it grab your attention)? Your Name: ______________________________________ Date: _________________ ATH 530 Page 19 of 21 October 2008
  20. 20. Appendix F ATH 530 Page 20 of 21 October 2008
  21. 21. Part IV: Sport Marketing Presentation and Evaluation (15 Possible Points) 3 2 1 Score PPT Presentation The PowerPoint The PowerPoint The PowerPoint presentation was well presentation was presentation was not organized and visually organized and well organized or appealing. The somewhat visually visually appealing. The information contained appealing. The information contained in the slides was information contained in the slides was catchy, meaningful, in the slides was insufficient and poorly and contained just relevant, but either had chosen. enough information too much information (not too much, not too or not enough little). information. The Flyer The flyer is visually The flyer is appealing The flyer is thrown appealing and and somewhat together and not appropriate for the appropriate for the appealing or product and consumer. product and consumer. appropriate for the product and consumer. Organization/Grammar/ The presentation is well The presentation is The presentation is APA format organized and coherent. somewhat organized disorganized and There are no errors in and coherent. There are incoherent. There are grammar, spelling, or few errors in grammar, several errors in APA format. spelling, or APA grammar, spelling, or format. APA format. Evaluation The student chose a The student chose a The evaluation of a product to buy and product to buy and fellow student is evaluate. The evaluate. The incomplete and evaluation of a fellow evaluation of a fellow unjustified. student is complete and student is mostly justified. complete and somewhat justified. Total ATH 530 Page 21 of 21 October 2008

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