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Emily Dane-Staples

As accountability and the nature of higher education are changing to an emphasis on teaching, it is critical for faculty to have pedagogical training to develop their classroom skills. Currently, most doctoral programs do not require pedagogical courses therefore faculty must independently seek knowledge on how to engage students and to teach the specifics of sport management. This article discusses the foundations of constructivist learning and some specific teaching strategies relevant for a sport management classroom. Drawing on educational and psychological theory, a six-element framework is outlined where instructors attempt to reach long-term learning, not just a memorization of facts. The overall framework and each element are discussed and then strategies such as the Fishbowl, Active Opinion, Talking in Circles, and group selection options are introduced. The benefit of this approach to the classroom is that it is not topic specific, and can be implemented in a variety of sport management classrooms.

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Earle F. Zeigler

The author argues that present conditions justify an analysis of sport management, broadly interpreted, from the standpoint of its historical background, its present status, and its possible future. Three reasons are given: A new North American Society for Sport Management has just been established; serious criticism has been leveled at both professional sport and so-called educational sport; and management theory and practice has become an increasingly complex subject. Several questions are considered: What has been the historical background of sport management? What is its present status? What plan should be followed for the finest sort of progress in the years ahead? And what may be reasonably concluded from this analysis? The author concludes that (a) the field still has an opportunity to relate significantly to the developing social science of management but time is running short; (b) the vast enterprise that is sport must relate more effectively to the urgent need for qualified managers; (c) the new North American Society for Sport Management can make a significant contribution to this development; and (d) such development should be carried out in full cooperation with the National Association for Sport and Physical Education within the AAHPERD and the Canadian Association for Health, Physical Education, and Recreation.

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Hebe Schaillée, Ramón Spaaij, Ruth Jeanes and Marc Theeboom

.g.,  Mrazik, Bawani, & Krol, 2011 ; Provvidenza et al., 2013 ). For several years, scholars and users have been pointing to the gap between research and practice in sport management ( Holt et al., 2018 ; Martindale, Collins, & Daubney, 2005 ). Users comprise nonacademic audiences including in particular

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Megan B. Shreffler, Adam R. Cocco and Jacob R. Shreffler

have turned to online education because it is cost-effective and meets the demands of nontraditional students ( Mansour & Mupinga, 2007 ). Among institutions offering distance education, 77% believe that distance education is crucial to their long-term strategy ( Allen et al., 2016 ). Sport management

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Ari Kim

Edited by Trish Bradbury and Ian O’Boyle. Published 2017 by Routledge , New York. 294 pp. ISBN: 978-1-138-10062-6 Understanding Sport Management: International Perspectives is written specifically to introduce core principles and best practices in sport management for undergraduate students and

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Chad Seifried, Chris Barnhill and J. Michael Martinez

Sport management, like other academic fields, developed its own body of knowledge and did so in the unique context of the sport industry (broadly interpreted) by recognizing, modifying, and adopting various approaches of its specialized subdisciplines ( Bowers, Green, & Seifried, 2014 ; Seifried

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Chen Chen and Daniel S. Mason

challenges for the leaders of sport organizations in non-Western contexts. Generally understood as the process of influencing individuals or groups toward certain goals ( Barrow, 1977 ), leadership has drawn substantive scholarly attention in sport management ( Borland, Burton, & Kane, 2014 ; Scott, 2014

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Michael J. Diacin

facility. Interview guide examples, facility inspection instructions, and critical assessment/reflection content are provided in the following outline to assist the sport management educator in establishing this experiential learning opportunity in his or her course. A complete interview guide and grading

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Kathy Babiak, Lucie Thibault and Annick Willem

related increase in focus of the academic literature on the topic. The scholarship on IORs in sport management has emerged as a growing field of inquiry with researchers exploring a range of issues and industry contexts from nonprofit collaboration in community or elite sport, to public

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John N. Singer

Sport management scholars must begin to recognize the significance of race and ethnicity as viable epistemological considerations in research inquiry. This article discusses the concept of “epistemological racism” (Scheurich & Young, 1997) and argues that critical race theory (CRT) is a legitimate epistemological and theoretical alternative to research approaches that have typically been based on the dominant worldview (i.e., Eurocentrism), and that it is an appropriate framework for conducting race-based emancipatory research in sport management. In particular, because CRT focuses on issues of justice, liberation, and the empowerment of people of color in a society based on White supremacy (i.e., Eurocentrism), the primary purpose of this article is to provide sport management scholars and students with insight into how CRT’s epistemological and methodological bases could be applied to critical areas of research in our field. The article concludes with some practical suggestions for how we can address epistemological racism in our sport management research and education.