Download LET THE GAMES BEGIN Designing and Implementing a Successful

LET THE GAMES BEGIN
Designing and Implementing a Successful Marketing Plan for Sports or Entertainment Events
0434 Sports, Entertainment and Recreation Marketing
TOPIC OR UNIT OF STUDY
Marketing the sport, entertainment, or recreational event.
CONTENT STANDARD(S) AND OBJECTIVE(S)
CSS #1 Professional Development and Marketing
 Discuss the nature of the sport/event industries
 Describe the impact of sports/events on communities
 Explain the nature of sport marketing
 Describe the nature of event marketing
 Describe the role of governing bodies in the sport industry
 Explain career opportunities in sport/event marketing
CSS #2 Marketing-Information Management
 Explain the need for sport/event marketing information
 Explain sources of secondary sport/event information
 Explain sources of primary sport/event market information
 Search the Internet for sport/event marketing information
 Monitor internal records for marketing information
 Maintain a database of competitor information
CSS #3 Marketing Planning and Pricing
 Describe the nature of target marketing in sport/event marketing
 Identify ways to segment sport/event markets
 Identify factors affecting pricing of sport/event products (lead time, market demand, market
segmentation, smoothing, responding to competitors)
 Describe pricing issues associated with sport/event products (cost, value, objectives)
CSS #4 Product/Service Management
 Explain elements of the sport/event product
 Explain the nature of sport/event brand/branding
 Explain the use of licensing in sport/event marketing
 Explain the role of endorsements in sport/event marketing


CSS #5


Explain the use of naming rights in sport/event marketing
Explain the role of agents in sports
Economics
Describe the impact of unions on the sport/event industries
Explain international trade considerations for sport/event industries (customs, exchange rates,
use of financial institutions, trade regulations, foreign distributors, government regulation,
cultural/value differences)
CSS #6 Operations
 Explain distribution systems for the sport/event industries
 Explain the nature of ticket distribution systems
 Schedule tournaments
 Develop production schedules for events
 Develop project plan
 Conduct site inspections
 Develop contingency plans for events (personnel, weather, power outrage, damage control)
 Select vending locations
CSS #7 Promotion
 Explain advertising media used in the sport/event industries
 Explain the components of advertisements
 Discuss types of direct marketing strategies
 Explain the nature of online advertisements
 Explain the nature of e-mail marketing strategies
CSS #8 Promotion
 Describe mobile marketing tactics
 Discuss the use of search-engine optimization strategies
 Describe sport/event industries utilization of digital media
 Write promotional messages that appeal to targeted markets
 Write content for use on the Internet
 Write direct-mail letters
 Develop a direct-mail offer for sport/event products
 Executive targeted emails
CSS #9 Promotion
 Determine advertising reach of media
 Calculate media costs
 Select advertising media
 Choose appropriate media vehicles for sport/event
 Buy ad space/time
 Evaluate effectiveness of advertising
CSS #10 Promotion
 Write a press release
 Develop and generate sport/event newsletter
 Explain media relations in the sport/event industries
 Develop a media guide
 Establish and cultivate relationship with media
 Plan a media day
CSS #11 Promotion



Explain the nature of sponsorship in the sport/event industries
Identify “out-of-box” sales promotion ideas for sports/events
Implement ticket sales campaign (Internet, contests/giveaways, pre-promotion of campaign,
video scoreboard announcements, sports/sponsorship partnerships)
 Explain venue signage
 Select event signage
 Identify elements that enhance venue attractiveness (facility—accessibility, trade area/drawing
radius, parking; surrounding area—design/layout, amenities, personnel, sense of security)
 Design program for event
 Create and issue script for game-day promotions
 Maximize/Capitalize on celebrity’s appearance at event
 Design logo for sport/event
 Design tickets
CSS #12 Customer Relations/Financial Analysis/Selling
 Explain the need for sport/event insurance
 Conduct a risk assessment of an event
 Identify sales methodologies used in sport/event marketing
 Explain ticketing and seating arrangements
 Determine sport/event features and benefits
 Describe factors that motivate people to participate in/attend sports/events
 Establish relationships with sport/event clients/customers/fans
 Prepare for the sales presentation
 Sell tickets (ticket plans, new season, etc.)
 Sell advertising space in printed and electronic materials (e.g., program, yearbook, media guide,
fan guide, team photo cards, etc.)
 Process telephone orders
 Handle difficult customers
 Handle customer/client complaints
INTRODUCTION
Sports and recreational entertainment have become more popular in recent years, and this popularity
has created an entirely new and exciting industry. This project, which should be ongoing throughout the
school term, has several phases, and culminates in a student directed Olympic Games event requiring
full-school participation, with the business and marketing students creating and completing all
marketing and promotional activities.
ESSENTIAL QUESTION
What role does promotion play in the success or failure of a scheduled sport or recreational event?
INTEGRATION OF ACADEMICS, TECHNOLOGY, ENTREPRENEURSHIP
The Olympic Games activity at the end of the term will involve every student in every academic course
throughout the school. Technology is listed below. Marketing students will gain entrepreneurial skills
as they assume the roles of presenters, team leaders/members, and even mentors to other students in
the final activity. Marketing students will start, organize, management, and assume the responsibility of
all activities scheduled for the Olympic Event, which is the actual definition of an entrepreneur.
STUDENT INVOLVEMENT IN PLANNING PROCESS
Marketing students will be involved in every phase of this PBL. Students will choose the sport or
recreational event they wish to promote, the team they wish to participate in, the types of ads and
media to be used, etc. They will be able to use their creative processes in completing and executing the
plans for the Olympic Events day as a culminating activity for this course.
TASK(S)
Phase #1: Professional Development (CSS #1)
 Guest speaker—Marketing Director from semi-pro baseball team, Charleston, WV
 Students will design questions for a guest speaker based on CSS’s listed for this portion of
Sports, Entertainment, and Recreation Marketing course outline
 During presentation, students will take notes
 Use notes to write a brief essay or report, supplemented by Internet research of the same
questions
 Evaluation will be by writing rubric
Phase #2: Marketing-Information Management (CSS #2)
 Students will create teams based on sport/recreational activity of preference, including, but not
limited to: football, baseball, hunting/fishing/turkey calling, golf, NASCAR, drag/motor sport
racing, skiing, whitewater rafting, and other WV sports.
 Students will use Internet to research the need for marketing research, primary and secondary
market information, and information concerning competitors.
 Teams will create a survey concerning marketing options and potential target markets for each
sport.
 Teams will create a database of the information compiled from both the Internet research and
from the surveys.
 Database and research will be evaluated using a rubric.
Phase #3: Marketing Planning (CSS #3)
 Students will remain in same teams, with the same sport, as in Phase #2.
 Teams will turn CSS’s listed under this title into questions.
 Each team will locate and contact a mentor (someone within the state that is outstanding in the
sport).
 Questions will be sent to the mentor. Upon receipt of the responses, students will compile a list
of answers to share with the class.
 PowerPoint presentations will be presented to the class with the information collected from
each sport.
 PowerPoint presentations will be evaluated using a rubric.
Phase #4: Product/Service Management (CSS #4)
 Guest speaker—Marketing Director from local racing team, will address questions from students
developed from the CSS’s from this section.
 Students will take notes from presentation.
 Teams will locate and list the various businesses that serve as sponsors from their chosen sports.
 Teams will produce posters to be displayed in the school, creatively displaying the sponsors’
logos (with sponsor permission). For example, poster for racing could be cut in shape of
racecar, with sponsor logos glued on the board for display.
 This phase may/may not be evaluated.
Phase #5: Economics (CSS #5)
 Students will research the MBA lockout of 2012, and other strikes by professional teams.
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Notes from research will be used in classroom discussion on the unionization of sports teams.
Teams will research professional basketball in foreign countries, and teams traveling through
other countries.
 Teams will choose a country, research that country’s customs, exchange rates, trade
regulations, government regulations, etc.
 Teams will create an Excel table on their selected country and sport, and will include the data
collected.
 Excel spreadsheets should be colorful and creative, and will be displayed in the academic area of
the school as part of the multi-cultural education activities throughout the school.
 Excel spreadsheets should be evaluated using a rubric.
Phase #6 Operations (CSS #6)
 Guest speaker/mentor—Athletic Director of high school
 Students will create questionnaire based on CSS’s from this section and present them to the
athletic director.
 Students will work in teams helping athletic director plan, organize, and set up for the regional
track meets (or other regional athletic event)
 Evaluation—athletic director will meet individually with students to discuss their performance,
professionalism, and to address any remaining questions students may have concerning the
operations of a sporting event. Students will be evaluated based on the success of the event in
a face-to-face interview with the Athletic Director.
Phase #7 Promotion (CSS #7-10)
 Student teams will create questionnaires to be presented to the mentors for research on types
of advertisements, media, etc. used by various recreational or sports venues.
 Teams will use data from questionnaires to contact local media for a list of costs for
advertisements.
 Teams will develop an advertising budget for a particular sporting event associated with their
sport.
 Guest speakers:
o Public Relations Manager, Stonewall Jackson Resort—Hunting and Fishing Days and the
Triathlon
o Marketing Manager—Nascar driver
o Sports writer, local newspapers
 Students will take notes from each presenter as they discuss the various types of promotions
available to them, their effectiveness, target markets, etc. (CSS #7-10) These notes will be used
as part of a class discussion/comparison.
 Teams will create appropriate promotional materials that would target potential customers for
the sport/recreational event of choice.
 Based on their budgets, students will select appropriate media and “buy” ads for an upcoming
sporting event.
Phase #8 Promotion, continued.
 Students will work with Public Relations Director, Stonewall Jackson Memorial Hospital, on one
or more of the following events: 5-K run, walking for wellness programs, blood drives, health
and fitness screenings, etc.
o Create a press release for the event
o Generate and distribute a newsletter, with teams contributing selected items for the
publication
o Develop a media guide
o
Meet with various representatives from local media to discuss target markets,
production costs, area coverage, etc.
 Evaluation will be a face-to-face interview between PR Director and student, and will be based
on the success of the event.
Phase #9 Selling (CSS #12)
 Student teams will work in cooperation with sports boosters for school in creating banners or
posters, preparing team photos for sale, selling tickets, creating/selling ads, etc.
 Student teams may also be asked to prepare/present sales presentations to local civic
organizations in order to raise funds for sports teams within the school.
 Guest speaker—Local insurance representative to discuss risks involved with
sporting/recreational events, costs, etc.
Phase #10 Promotion (CSS #11, et.al.)
Culminating activity: OLYMPIC GAMES—School-wide event
 Marketing students will plan a school-wide, all departments and students involved—Olympic
event
o Select date for event
o Determine sales promotions needed
o Create promotional and motivational materials for distribution among teachers, staff,
administration, parents, and general public
o Create PowerPoint presentation outlining event and assigning activities to the academic
school departments as listed below:
 English department—study of Greek mythology, introduce Greek characters
 History department—study of the original Olympic games; history of Olympics
 Science department—creation of medals from recycled materials
 Math department—calculation of scores; design of score cards
 PE/weightlifting—selection of Olympic games and activities
 Art department—creation of posters, banners, bulletin boards, promoting event
 Drafting/woodworking/agriculture classes—creation of Olympic rings, torch,
props, stand
 Theatre—creation of costumes and props
 Newspaper classes—publishing of ads and press releases
 BCA, Desktop Publishing, or other computer classes—promotional brochures,
tickets, programs
 ProStart—food preparation for event
 Band/music department—provide music for opening/closing ceremonies
 Yearbook—pictures for publication
 Health classes—take vitals of athletes
 Foreign language classes—identify Greek words/meanings; create posters to
explain each and place in hall.
 Broadcast Journalism—schedule media day outlining event
 ROTC—parade and presentation of flag
Marketing students will work closely with all departments through all phases of this event. Marketing
students will:
 Design “out-of-box” sales promotions for Olympic events
 Sell ads and sponsorships to area businesses and organizations
 Design an event logo
 Establish “rules” or guidelines for each event (ex. How participating athletes are to be selected,
approve the Greek “costumes” to be worn by athletes, etc).
 Design and approve all artwork, programs, food, banners, etc. to be used.
 Design a flag with logo for the parade and presentation of medals.
 Supervise, with teacher/administration support, all events and activities on day of event.
Marketing students will also contact local celebrity, Mary Lou Retton, Olympic Gold Medalist, to serve as
Parade Grand Marshall and presenter of medals for Olympic event.
RESOURCES
Various resources will be used, including, but not limited to: guest speakers/mentors from teams and
organizations (marketing directors or public relations directors/representatives), local media
representatives, and school athletic directors.
TECHNOLOGY USE
The Internet will be used throughout each phase of the project for research on sports and recreational
activities of interest to the student teams. Excel spreadsheets, database software, as well as word
processing software will be needed to create files, promotional items, letters, reports, questionnaires,
etc. Presentation and graphic software will be needed to create brochures, logos, PowerPoint sales
presentations, etc.
EVALUATION
See attached rubrics.
TIMELINE 45 minute sessions; 8-hour day
This should be an on-going project throughout the school year, with each phase scheduled appropriately
by the teacher as the course progresses. The Olympic Games event should be scheduled at or near the
end of the school year.
CONCLUSION
Upon completion of this project, students will have a thorough understanding of the impact promotion
has on the success or failure of sporting or recreational events. They will have gained valuable hands-on
experience in planning, organizing, and implementing a marketing plan that promotes a successful,
entertaining event.
WRITING RUBRIC
SPORTS, ENTERTAINMENT, AND RECREATION MARKETING
Student Name: ____________________________________ Grade on Assignment: _________
Title or Topic: __________________________________________________________________
Instructions: Circle the score below, with 1 being the lowest score and 5 being the highest
score. Total the points earned, and multiple total points by 2 for a final grade.
Organization:
Coherent
Appropriate business language
Style/format as assigned
Examples cited in paragraphs
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
Sentence Structure:
Sentences varied in length
Complete and correct
1
1
2
2
3
3
4
4
5
5
Work choices:
Vocabulary relates to subject
Sentences are concise and correct
1
1
2
2
3
3
4
4
5
5
Mechanics:
No errors in spelling
No errors in punctuation
1
1
2
2
3
3
4
4
5
5
Total points earned: ________
X
2
Final Score:
========
PROJECT-BASED LEARNING SCORING RUBRIC
0434 SPORTS, ENTERTAINMENT, AND RECREATION MARKETING
Team Name__________________________________________________________________________
Individual Members____________________________________________________________________
For each of the following items, circle 1 to 5, with 1 being the lowest rating and 5 being the highest
rating. The rating descriptions are as follows:
5-Excellent – All parts of the item are complete.
4-Very Good – All parts of the item are complete and/or has only one error.
3-Good – Almost all parts of the item are complete and/or has two errors.
2-Poor – Several parts of the item are incomplete and/or has three errors.
1-Very Poor-Almost all of the item is incomplete and has many errors.
Research Data
Utilized more than 1 data source
1 2 3 4 5
Data fields completed
1 2 3 4 5
Data fields correct
1 2 3 4 5
Recorded data neatly
1 2 3 4 5
Labeled data correctly (percentages, dollar signs,
1 2 3 4 5
ratios)
Total (25 points)
Data Analysis
Worksheet title is appropriate to topic
Worksheet title is formatted properly
Logical organization of data
Readability
Cells formatted appropriately
Spelling
Appropriate color scheme for college selected
Visual chart created with appropriate data & legend
Total (40 points)
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
Presentation of Data
Target market clearly identified
Representational model displays appropriate data
Each member presents one portion of presentation
Voice projection and eye contact
Creativity and design of model is evident
Work submitted on time
Both individual and team accept criticism well
Total (35 points)
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
Teacher comments and/or grade modification
Final grade for Phase #2, Sports/Entertainment/Recreation ________/100 pts.
PROJECT-BASED LEARNING SCORING RUBRIC—POWER POINT
0434 SPORTS, ENTERTAINMENT, AND RECREATION MARKETING
Criteria
Required slides
Points
10
Commendable
Has at least 10
slides (10)
Has a title slide
(5)
Information
complete
regarding the
topic (40)
Has animation
on all slides
(10)
Every slide has
a transition (10)
Two slides
have bulleted
text (10)
Includes at
least 6 graphics
(15)
NO spelling
errors (15)
Acceptable
Has 5-9 slides
(5-9)
Has animation
on 3-9 slides
(5)
5-9 slides have
transitions (5)
One slide has
bulleted text (5)
Unacceptable
Has 1-4 slides
(1-4)
No Title slide
(0)
Information
lacked details
and quality
information (5)
Has animation
on 1-2 slides
(1)
1-4 slides have
transitions (2)
No slides have
bulleted text (0)
Includes 3-4
graphics (10)
Includes 0-1
graphic (0-5)
1-2 spelling
errors (10)
3 or more
spelling errors
(5)
3 or more
grammar errors
(5)
Wasted a lot of
class time and
was tardy 2 or
more times. (0)
Title slide
5
Information
relevant to topic
40
Text animation
10
Transitions
10
Bulleted Text
10
Graphics
15
Spelling
15
Grammar
15
NO grammar
errors (15)
1-2 grammar
errors (10)
Work Habits
25
Worked hard
with no wasted
class time. NO
tardies. (25)
Oral
Presentation
30
Scoring Guide
15
Speech clear,
maintained eye
contact with
class, good
volume on the
voice, and
organized.
Didn’t read
from the slides.
(30)
Turned in this
scoring guide.
(15)
Wasted some
of the class
time and was
tardy one time.
(10)
Missed 1 of the
commendable
elements. (20)
Total Points
/200
Needed more
information on
the topic (20)
Missed 2 or
more of the
commendable
elements. (010)
Did not turn in
scoring guide.
(0)