Department of Sport Development and Management

Theories of Sport Development and Management

SDM122Module Handbook

Semester 2Spring 2012

Theories of Sport Development and Management

SDM122

Module HandbookThis handbook provides the key information you will need to follow this module. Summaries of lecture presentations and worksheets are available on Moodle.

Some key readings will be identified each week, but students will need to read other recommended readings and also refer to the books and plans in the Indicative Reading list and beyond.

Content

Module details, aims, learning outcomes and content 3

Module structure and expectations 4

Mode of assessment, assessment criteria and re-sit requirements 6

Hand-in procedures 7

University Generic Assessment criteria 8

Indicative Reading 9

Summary of weekly sessions 10Module evaluation 2011 14

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Module Code: SDM122

Module Title: Theories of Sport Development and Management

Credits: 15

Level: Four

Academic Department: Faculty of Sport, Education and Social Sciences; Sport Development and Management.

Programmes to which the module contributes: BA Sport and Fitness ManagementBA Sports Studies (Sports Development)

Teaching Team: Paul Wheeler, David Lord,

Entry requirements: None

AimsThis module aims to provide students with a grounding in management theories and an ability to apply them to the context of sport and fitness.

Learning Outcomes At the end of the module the student should be able to:

i) Understand the main theories of management developed in the 19 th and 20th centuries

ii) Apply them appropriately to the sport and fitness industryiii) Relate theory to wider social and political contexts

Transferable skills specifically developed by this module include:i) producing grammatically accurate written information following standard conventionsii) using and expanding specialist knowledge to clarify problemsiii) using feedback to inform on strategies for progress

Indicative Curriculum contentThe module will introduce students to early theorists and their writings developed in response to industrialisation including Weber and Marx. Twentieth century management theories will be examined including scientific management, human relations, classical, behavioural and quality management. The relevance and suitability of these theories to contemporary sport and fitness organisations will be assessed.

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Module StructureContact each week will consist of a one hour lead lecture and a one hour seminar session supplemented by guest speakers, role play and management simulations. . In addition, directed readings relevant to each lecture will be provided.

Tutorials are also available.

What is Expected of You?As an athlete or a person you are always limited most by what you believe you can and cannot do. Your beliefs fuel your efforts, desires and motivation. When you think that you CAN’T do something, when you set artificial limits on yourself, then your behaviours will organise around this limiting belief. Your efforts will be less intense and effective

“If you don’t stretch your limits, you’ll set your limits.” Rob Gilbert, Motivational speaker, author of Gilbert on Greatness, Professor at Montclair State University

Whether this argument is complete remains to be decided. What is clear is that the same principle applies to your independent study: the individual who excels at this course will be the one who has put in the hours across the semester to complete the directed readings, sample questions and seminar preparation.

AttendanceAt each session there will be a module attendance list which you should ensure you have signed by the end of the session. It is your responsibility to register your attendance. Failure to sign the register will be treated as non-attendance.

It is University policy that you are expected to attend all timetabled sessions for each module. This policy is based on an approach to learning which values the learning that comes from your active engagement with your peers, lecturing staff and other external / professional experts regarding the module’s subject matter.

Your absence therefore matters to us for educational reasons, because absence reduces your opportunity to learn, may compromise your potential achievement and may in some cases also compromise the opportunities others have to learn (particularly in practical performances, presentations or professional settings).

For full details of the University’s Attendance Policy please refer to the Online University Student Handbook www.chiuni.ac.uk/services/studenthandbook/index.cfm

What to do when you have been absent from a module session? Log on to the above link on Portia and complete Absence Form. Save copy for your reference and print off two copies. Hand two copies of the form, in person, to Module Tutor before, or at, the next module session attaching evidence if applicable.

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LecturesYou are expected to come to lectures on time and ready to participate fully. You are also expected to respect your fellow students’ right to learn by not chatting during class or engaging in other disruptive behaviour including the use of mobile phones or unrelated use of other e-technology.

Large group lectures by their nature are not very interactive but I will try to engage you as much as possible in different activities and tasks – please participate fully. If you don’t understand something, or if you have a question, put up your hand and ask; I will do my best to answer you.

Be prepared for your lectures. The module guide, and the weekly outline on Moodle, contain a list of readings for each topic. These can be read before the lecture or afterwards: whichever you prefer. Please note that the lecture serves to assist the illustration and explanation of key points: they are not intended to form the basis for your revision. That is the role of the core readings.

SeminarsYour seminars will be interactive and examine in detail key pieces of research on the week’s topic. Through discussion, they will be used to reinforce and clarify any issues you have with the topic to promote greater understanding. The seminars will also provide practice in critically reviewing studies, which is a necessary element of your module assessments. Finally, the seminars will enable you as a group to review a larger amount of literature more efficiently.

Tutor Tutorial HoursPaul Wheeler will be available for individual/group tutorials of up to 15 minutes during assigned hours. These hours will be posted on his office door (New Hall room 315) once term begins.

Online University Student HandbookDetails of the University’s and academic regulations information applicable to students are available in the Online University Student Handbook. This can be found on Portia (click on Uni Services tab then click on the University Student Handbook tab in the far left hand side column) www.chiuni.ac.uk/services/studenthandbook/index.cfm

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Mode of assessment

A 1000 word class essay (30%); to be completed mid-way through the module (Tuesday 28th February 2013) in class time (1 hour) and to act as formative/summative assessment, on either of the following:

1. Discuss the advantages and disadvantages in Sports Development terms of London hosting the 2012 Olympic Games.

2. Describe a theory of your choice from two of the following management writers: Weber; Taylor; Mayo; Fayol; Maslow; McGregor; Herzberg. With reference to examples, explain the relevance of these theories to sport and fitness organisations.

(You will need to revise material for both questions, as you could be asked to write on either one. Marks will be awarded for answers which clearly address the question by developing a logical and coherent argument, supported by examples and references to literature.)

A 1.5 hour part unseen Examination (70%) tbc May 2012

Assessment Criteria for the essays, including examination essays.

Structure and presentation including clear introduction, sound argument and logical conclusions presented in essay format. Good written English, correct referencing, bibliography. Use of diagrams, tables, maps and other presentation aids as appropriate.

20%

Evidence of research, sources of information, literature and appropriate theory.

30%

50%Analysis of question in light of evidence, readings, theories etc.

Resit RequirementsA 2 hour part unseen examination (100%)

Resit assessment criteriaAs for essays above.

**** SEE HAND IN PROCEDURES OVERLEAF ****

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Hand – In Procedures

HAND IN DEADLINE IS 10.00 AM ON THE DAY OF SUBMISSION

We need to be able to process work quickly as we sometimes have 200-300 pieces of work in a working day. To help us process your work efficiently please follow the instructions below.

1. Include Assignment / Module Submission form.2. Fill in all boxes and sign.

Include The precise title of work as sometimes more than one piece of work is

handed in on the same day, (just ‘lab report’ is not enough).

SDM codes are always indicated on the hand-in box. Make sure you include it on your Assignment / Module Submission form

Your Module tutor is the Module coordinator.

Check that your details have copied through all sheets

If you have dyslexia stickers, stick them to the white sheet of the Assignment / Module Submission form.

The reason why we ask for the information is because it is all important for part of the assessment administration process.

4 An electronic copy of your work should be on a CD not on memory sticks – if these are submitted the department will not be responsible if they go missing.

5 Put work in a plastic wallet (one wallet for the whole assignment – not one sheet per plastic wallet in a folder)

Work should not be

Stapled

Sealed into a plastic wallet with sticky tape – you can tape your disk to the wallet but do not tape wallet closed

Many Thanks

The Sports Administration Office

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UNIVERSITY OF CHICHESTER: GENERIC GRADING CRITERIA

Class /Marks Overall Quality

Relevance Argument (reasoning) Evidence Structure and Presentation (visual / written)

Fail 0% Non-Submission or work of no valueFail1-9%Minimal Quality

Contains little of relevance to the objectives of the assessment task.Fails to answer and address the set topic

No practical, academic or intellectual application.

Based on little or no evidence. Lacks academic and intellectual integrity and quality. Use of non-academic sources limits intellectual understanding.

Presentation is inappropriate, unclear and inaccessible. Work is not coherent or succinct. Serious errors of vocabulary, syntax, spelling and punctuation obscure the overall meaning. No logical development or organisation of the materials with few links between statements and sections. References are absent, incorrect or inaccurate.

Fail10-19%Very Poor Quality

Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief.

Work is descriptive and anecdotal. Minimal or no argument. May be entirely reliant on the work of others, with no practical and /or academic application to demonstrate understanding of the material.

Irrelevant or minimal use of recommended sources, resulting in a lack of understanding and inadequate supporting evidence. Non-academic sources that lack intellectual integrity are relied upon.

Presentation is inappropriate, unclear and inaccessible. Points are not made coherently or succinctly. Compound errors of vocabulary, syntax, spelling and punctuation seriously detract from the overall meaning. Materials lack logical development. Relationship between statements and sections are hard to recognise. References may be absent, incorrect or inaccurate.

Fail20-34%Poor Quality

Inconsistency of relevance to the objectives of the assessment task. Addresses topic but not always the assignment brief. May be significantly short of required length/ time.

Descriptive or anecdotal work with scanty or no argument. Reliant on the work of others and does not use this to develop own arguments. No critical discussion or theoretical engagement. Little practical and intellectual application.

Minimal and inadequate knowledge of relevant and recommended sources. Their use as supporting evidence may be inaccurate, inappropriate or negligible. Reliance on dated, unreliable or non-academic sources.

Poor visual and written presentation. The style may be inappropriate, unclear and inaccessible. Points may not be made coherently or succinctly. Errors of vocabulary, syntax, spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. Relationship between statements and sections may be difficult to recognise. References may be absent, inaccurate or incorrect.

Fail/PP35-39%Weak Quality

May be some deviation from objectives of the assessment task. May not consistently address set question or assignment brief. May be short of required length/time.

Descriptive or anecdotal with little or no critical discussion and theoretical engagement. Unconvincing or minimal line of argument. Mostly reliant on the work of others, displaying little understanding or ability to apply the material.

Very limited range, use and application of relevant and recommended sources. Demonstrates lack of real understanding. Too much reliance may be placed on dated, unreliable or non-academic sources.

Weak presentation. Aspects of the style may be inappropriate, unclear and inaccessible. Some points will not be made coherently or succinctly. Errors of spelling, vocabulary, syntax and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. Relationship between some statements and sections may be difficult to recognise. Limited use of references and some may be inaccurate.

3rd

40-49%Acceptable Quality

Satisfactorily addresses most objectives of the assessment task Completed to acceptable tolerance, limits of time/length.

Work is descriptive with minimal critical discussion and limited theoretical engagement. Too much reliance on the work of others rather than developing own understanding and application of the material

Limited range of relevant and recommended sources are used, but with some inadequacies in their use and employment as supporting evidence. There may be some reliance on dated or unreliable sources

Acceptable presentation. Some aspects of the style may be unclear. Points may not be made coherently or succinctly. Some errors of vocabulary, syntax, spelling and punctuation but these are not serious distractions from the overall meaning. Some lack of logical development and organisation of the materials. The relationship between some statements and sections may be hard to follow. Work is referenced accurately with some errors.

2 (ii)50-59%Sound Quality, competent with some limitations

Competently addresses objectives of the assessment task, but may contain minor errors or omissions at the lower end, where treatment of issues may be superficial. Completed to required time/length, etc.

Some limited critical discussion, but argument is unconvincing, particularly at the lower end where the work is more descriptive. More reliance on work of others rather than developing own arguments. Limited theoretical and conceptual analysis.

Range of relevant and recommended sources are used, but this may be in an unimaginative or literal manner, particularly at the lower end of the range. Limited use of sources beyond the standard recommended materials.

Generally sound presentation. Style is largely clear and accessible. There may be minor errors of vocabulary, syntax, spelling and punctuation but these should not detract from the overall meaning. There may be inconsistencies in the organisation and development of materials. The relationship between some statements and sections may not be easy to follow. Some points may not be made coherently or succinctly. Work is referenced accurately with few errors

2(i)60-69%High Quality, skilled work

Clearly addresses the objectives of the assessment task, especially those elements requiring critical analysis. At the higher end the work will not contain errors or omissions.

Generally clear line of critical and evaluative argument, with ability to develop own ideas from the work of others. Ability to engage in theoretical and conceptual analysis.

Good range of relevant and recommended sources used in an imaginative and largely consistent way as supporting evidence. Use of some sources beyond recommended texts including more complex materials.

Good visual and written presentation. Clear and accessible style. Generally good standards of vocabulary, syntax, spelling and punctuation. Logical organisation and development of materials. Coherent. Relationship between statements and sections are easy to follow. Referencing is accurate and appropriate.

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1st

70-79%Excellent Quality

Authoritatively addresses the objectives of the assessment task, especially those components requiring critical analysis, synthesis and evaluation.

A clear and consistent line of critical and evaluative argument, displaying the ability to develop one’s own insightful ideas from the work of others. Excellent engagement in theoretical and conceptual analysis.

Wide range of relevant and recommended sources used in an insightful and consistent way as supporting evidence. Some in depth use of sources beyond recommended texts, to demonstrate independent research.

Excellent visual and written presentation. Very clear and accessible style. Good standards of vocabulary, syntax, spelling and punctuation. Logical and fluent organisation and development of materials. Coherent and succinct. Relationship between statements and sections are very clear.Referencing is accurate, appropriate and extensive.

1st

80-89%Outstanding Quality).

Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.

A clear and consistent line of highly critical and evaluative argument, displaying the ability to develop one’s innovative ideas from the work of others. Creative flair in theoretical and conceptual analysis.

Wide range of recommended and relevant sources used in an innovative and consistent way to support arguments. In depth use of sources beyond recommended texts, demonstrates creative flair in independent research.

Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Very good standards of vocabulary, syntax, spelling and punctuation. Possibly innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise.Referencing is accurate, appropriate and extensive..

1st

90-100%Exceptional or distinguished Quality

Professionally addresses the objectives of the assessment task, especially those components requiring originality of critical analysis, synthesis and evaluation.

Consistent line of profound critical and evaluative argument, displaying the ability to develop original ideas from an innovative synthesis of the work of others. Creative flair in advanced theoretical and conceptual analysis.

Wide range of relevant and recommended sources used in a profound and consistent way as supporting evidence. Use of cutting-edge sources beyond the recommended texts, including in-depth use of complex material demonstrating advanced independent research.

Distinguished visual and written presentation. Highly sophisticated yet clear and accessible style. Extremely good standards of vocabulary, syntax, spelling and punctuation. Innovative yet logical and fluent organisation and development of materials. Highly articulate, coherent and succinct. Relationships between statement and sections are precisely made with great clarity. Referencing is accurate, appropriate and extensive.

Indicative Reading:Adams, S. (1997). The Dilbert Principle. Boxtree.Adair, J. (1983). Effective Leadership. PanAdair, J. (1985). Effective Decision Making. PanAdair, J. (1986). Effective Team Building. PanBadmin, P. (1989). Leisure Operatiuonal Mangement: Vols 1 & 2. Longman,

ILAMBatterham, G., et al. (1990). A Practical Approach to the Administration of

Leisure and Recreation Services. Croner.Beech, J and Chadwick S (2004) The Business of Sports Management. Harlow,

Financial Times Prentice HallBlanchard, K., Johnson, S. (1983). The One Minute Manager. FontanaColes, G.A. (1990). Management Theory and Practice. D.B. PublicationsDixon, R. (1993). The Management Task. Institute of Management.Elvin, I. (1992). Sport and Physical Recreation. Longman, ILAMEvans-Platt, C (1992) Health and Fitness Centres: a guide to their management and operation. Harlow, Essex, LongmanGerson, R (1989) Marketing Health/Fitness Services, Champaign Ill, Human

Kinetics BooksGrainger-Jones, B (1999) Managing Leisure, Oxford, Butterworth-HeinemannHoye, R (2006) Sport Management: Principles and Applications. Oxford ;

Burlington, MA : Elsevier Butterworth-Heinemann

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Summary of Weekly sessions

Timetabled Sessions

Lecture: TuesdaySeminar: TuesdayTutorials: Office hours as advertised on staff office doors.Or contact via email:Paul Wheeler: P.Wheeler@chi.ac.uk

Please note that copies of the lectures and the worksheets can be downloaded from Moodle/Theories of Sport and Fitness Management/Files

Torkildsen 6th ed. (2011) is a useful textbook.

Week TopicWeek 1 (17th Jan)

This thing called management. The lecture will explore our perceptions and views on management and managers. At the end of it you will know what is and isn't management and you will be able to explore and challenge your preconceived ideas on the subject.

Seminar task.Explore library catalogue and identify location of management texts, videos, journals and other learning resources e.g. surf the web for management topics. Complete the worksheet and bring to seminar to use in small group poster exercise.

Week 2 (24th Jan)

Theories and Concepts of management. The lecture will examine: the development of management thinking in C.20th. the application of concepts and theories to contemporary leisure

management.

Seminar task.Having done the readings complete the worksheet and prepare answers to the following:

1. What do you consider to be good and bad practice in leisure management?2. What makes effective leisure managers?

Readings:Torkildsen, G. (1986) “Managers as they see themselves and we see them.” Leisure Management, February 1986 6(2), 26-31

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Week 3 (31st Jan)

Contemporary Issues in Sport Development Management.The lecture will study the theories of sports development as well as reviewing the major sports development providers and the current issues and challenges faced by the industry.SeminarOlympic Legacy Debate

Week 4 (7th Feb)

Contemporary Issues and Themes in Leisure Management (Private & Public) including Trusts, partnerships and new ways of working in sport and fitness.

Inc. Exam Prep

This lecture will explore management techniques and approaches in commercial sport and fitness

Seminar task.In groups debate on the future of public sector sport and leisure management.

Week 5 (14th Feb)

Reading/Directed Study

Week 6 (21st Feb)

Guest Lecturer, John Stride Inspire Leisure Trusts, partnerships and new ways of working in sport and fitness.

Seminar Task: In groups identify the main approaches which will ensure partnership success on the basis of the readings.

Reading:Simmons, R (2003) New Leisure Trusts, Reading, ILAM pp 96-106Bates, G (1999) A Question of Trust, Leisure Manager, February

Week 7 (28th Feb)

Class Essay Assignment

Week 8 (6th March)

Key skills in leisure management. The lecture will explore: the generic skills of management; their application to sport and leisure.

Seminar tasks

Worksheet and role play exercises.Are you an X or Y manager?Team role inventory.

Week 9 (13th March)

Leadership

Matt Smith ??

Week Organisational contexts in sport and recreation. The lecture will

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10 (20th March)

explore: theories of organisations and their cultures. the quality culture in contemporary leisure management.

Seminar tasks

Having done the readings, consider the following questions.

In what ways can organisational structure and culture inhibit or enhance effective management?Discuss examples of good or poor quality management in sport and leisure based on your own experience?How can quality management be pursued.

Week 11 (27th March)

Operational Management Themes - Programming, marketing, finance, people. The lecture will examine: Principles and practice of key operational management themes; Application to case studies.

Seminar task

Each group to divide into four teams and each team to investigate either the planning and programming or marketing or finance or staff/customer aspects of management and to make a short presentation drawing on both individual's experiences of their chosen management area as users, members or staff of sport/leisure organisations or clubs as well as the readings. Or In groups prepare a poster for presentation on either marketing or business planning in the commercial sector.

Easter Break

Week 12 (17th April)

Management Game, revision session and exam preparation.Module evaluation.

Week 13 (24th April)

Independent Study – Exam Revision

Week 14 or 15

1.5 hour Exam.

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UNIVERSITY OF CHICHESTER,Faculty of Sport, Education, and Social Sciences

Module EvaluationModule title Theories of Sport and Fitness Management SDM122

Semester 2 2010-2011

Degree Programme BA(Hons) Sport and Fitness Management BA(Hons) Sport Studies (Sport Development)

Resources

1. The learning outcomes of the module were

Very Clear

Clear Not very clear

Unclear Very unclear

2. How well did the module handbook support your learning?

Very Well

Well A little Hardly at all Not at all

3. List other resources (eg handouts, Portia readings/activities) that you found the most useful

Portia Readings

4. Were there any problems with the resources provided?

Assessment

5. How well did the assessments enable you to show what you had learned on the module?

Very Well

Well A Little Not very well

Badly

6. How useful were the assessment criteria

Very useful

Useful Unsure Not useful

There were none

provided7. How challenging did

you find the assessments

Difficult Moderately challenging

Easily Achievable

Please explain why

8. Feedback from assignments and/or formative assessments was

Prompt and good quality

Good quality but not very prompt

Prompt but of limited use

Too little too late

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Teaching and Learning

9. The standard of lectures was:

Very High

High OK Poor Very poor

10. The standard of seminars were:

Very High

High OK Poor Very poor

11. The standard of guest lecture was:

Very high High OK Poor Very poor

12. The standard of the management game was:

Very High

High OK Poor Very poor

13. Please consider the statements below with reference to the module and tick as many as apply (in your opinion)

Tutor support was good Tutors were clearly knowledgeable about their subject Tutors were enthusiastic about their teaching Tutorials were available when required Taught sessions were clear Little support was available Tutorials were difficult to arrange Module teaching was hard to follow The module enhanced transferable skills (eg communication, IT, numeric, presentation) 40%

Explain anything which you feel might improve your learning experience…………………………………………………………………………………………………………

Individual Commitment to module

14. How hard did you work during this module?

Very Hard

Fairly hard Enough to keep up

Not enough to keep up

Very little

15. How motivated were you to work at this module at the beginning of the semester?

Very Motivated

Motivated Unsure Not very Motivated

Not motivated

at all

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

PSW Dec 2011

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