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Exercise, Sport and Health Education 415

ESHE 415: Issues in Sport Management

Prerequisites: ESHE 212 or Permission of Instructor; minimum 2.5 cumulative GPA

Credit Hours: (3)

Principles of organization and administration in a variety of sport related settings. Issues concerning facilities, equipment, philosophy, budget, scheduling, public relations, staffing, diversity, and management style are discussed.


Detailed Description of Content of Course

This course will examine various management principles as they apply to various sport settings. Special emphasis will be placed on studying current theories and principles from the management sciences and then making direct application of these theories and principles to sport and sport settings. Administration, organizational structure and leadership is discussed at various levels of sport organization, including youth, scholastic, recreational, collegiate, Olympic, and professional. Management skills such as personnel and diversity issues, decision making, motivation, time management, and conflict management are discussed, as well as a variety of marketing approaches in sport.


Detailed Description of Conduct of Course

Teaching methods may include one or more of the following:

- lecture
- guest speakers
- problem-based learning
- case studies


Goals and Objectives of the Course

Upon successful completion of the course, students shall be able to:

1. Define and explain the functions of management.
2. Explain the theoretical bases for each aspect of management functions in sport including planning, organizing, implementing, directing, controlling and staffing.
3. Describe the history of management theory as it relates to sport and the governance of sport organizations.
4. Explain what is meant by management by objectives and describe the MBO process as it relates to sport settings.
5. Discuss fundamental motivation theories as they relate to personnel management and employment issues such as merit pay.
6.  Illustrate the underpinnings of interpersonal communication including dyadic and small group communication.
7. Describe the dominant leadership theories and styles and make application to sport settings.
8. Write and explain a personal philosophy toward management.
9.  Describe the various program delivery systems for recreational sport management which include fitness, instructional and informal sport, intramural and extramural sport, and club sports.
10. Describe and demonstrate the decision making and conflict resolution processes and skills while making specific application to sport settings.
11. Explain the theoretical underpinnings of motivation and make direct application to sport settings.
12. Explain and demonstrate the methods of time management that have direct application to sport settings.
13. Describe the theoretical bases of interpersonal communication including didactic and small group communication and explain why such knowledge would contribute to a better understanding of sport administration and management.
14. Explain why the function of staffing is an integral part of the administrative process.
15. Apply diversity principles to management and hiring situations.
16. Analyze the various models of organizational effectiveness and governance in sport leagues and explain how they relate to the overall evaluative function of sport management processes.
17. Develop a knowledge of and appreciation for the essentials of effective personnel selection, evaluation, retention and/or discipline policies and procedures.
18. Describe for various cultures, environments and diverse populations in the governance of sport organizations and the internal and external factors and power-politics affecting the sport organization.
19. Argue and defend specific current sport related issues in a debate setting.


Assessment Measures

Assessment measures may include one or more of the following:

- written exams
- quizzes
- assignments
- group projects
- debates
- presentations


Other Course Information

None


Review and Approval

Revised 2012

September 2002 Revised Jon Poole

May, 2011