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1 PROGRAM CONCENTRATION: CAREER PATHWAY: COURSE TITLE: Marketing, Sales & Service Sports & Entertainment Marketing Marketing Principles Course Description: This course is the recommended foundation course for the Sports & Entertainment Marketing Pathway. It is also the foundation course for the Marketing and Management Pathway that was approved by the Georgia Board of Education in September, The standards for this course can be found at: 799F8C1371F E1F5DDAA11D3E0ADDBE632BD6ADAE781DE09FA8&Type=D PROGRAM CONCENTRATION: CAREER PATHWAY: COURSE TITLE: Marketing, Sales & Service Sports & Entertainment Marketing Introduction to Sports & Entertainment Marketing COURSE DESCRIPTION: This course introduces the student to the major segments of the Sports and Entertainment Industry and the social and economic impact it has on the local, state, national, and global economies. The products and services offered to consumers and the impact of marketing on these products and services are examined. Units include: Business Fundamentals, Product Mix, Product Knowledge, Product/Service Management, Business Regulations, Interpersonal Skills, Selling, Marketing-Information Management, Economics, Distribution, Pricing, Advertising, Publicity/Public Relations, Sales Promotion, Business Risks, and Organization. To increase the number of application experiences, students should participate in work-based learning activities and the student organization, (DECA, An Association of Marketing Students). It is highly advantageous for students to participate in a school-based enterprise where available. INTRODUCTION TO THE SPORTS AND ENTERTAINMENT MARKETING INDUSTRY Students will explore the sports and entertainment marketing industry and analyze the financial and economic impacts. MKT-SEM-1. Students will interpret marketing concepts as they apply to sports and entertainment marketing. a. Define marketing, sports marketing, and entertainment marketing. b. Explain the marketing functions as they relate to each area of sports and entertainment marketing. February 2008 Page 1 of 28

2 c. Describe the four p s of sports and entertainment marketing. d. Define marketing segmentation and its components. ELA10C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of convention and grammar in both written and spoken formats. SSEF3 The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties. MKT-SEM-2. Students will apply concepts and processes associated with successful financial planning in sports and entertainment marketing. a. Explain the relationship between sports and entertainment marketing and their impact on the economy. b. Discuss the profit motive and describe economic utility as it applies to sports and entertainment marketing. c. Discuss funding and revenue sources for sports and entertainment businesses (i.e. corporate sponsorships, private investors, bank loans, etc.) d. Discuss pricing strategies used to increase sales in sports and entertainment marketing (i.e. personal appearances, contests, giveaways, etc.). ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. MM2D2 Students will determine an algebraic model to quantify the association between two variables. SSEMI2 The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy. SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. SPORTS AND ENTERTAINMENT MARKETING INDUSTRIES Students will compare and contrast the important concepts of the sports marketing and entertainment industries. February 2008 Page 2 of 28

3 MKT-SEM-3. Students will differentiate between the components of the sports marketing industry. a. Differentiate between professional sports and amateur sports. b. Analyze international sports and activities. c. Discuss the economic impact of global marketing as it applies to international sporting and entertainment events. ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. MKT-SEM-4. Students will analyze the field of marketing as it relates to the elements of the entertainment industry: television, radio, music, movie, theater, and fine arts. a. Examine the history of each element and its relationship to the economy. b. Develop a timeline for each element. c. Examine the current economic impact of each element within the local, national, and international markets. d. Compare and contrast the current marketing trends of the elements. ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. SSEF6 The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people. SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. February 2008 Page 3 of 28

4 SELLING AND PROMOTION Students will examine the elements of selling and promotion. MKT-SEM-5. Students will interpret the elements of the selling process as they relate to sports and entertainment marketing. a. Identify various sales methodologies used in sports and entertainment marketing (i.e. personal selling, TV, radio, newspaper, web, telemarketing, etc.). b. Explain strategies for attracting secondary sales (i.e. advance ticket sales and other strategies for getting highly sought tickets). c. Explain the difference between ticket brokers and ticket scalpers. d. Evaluate the impact of competition as it applies to a profitable event. e. Explain sales activities used to generate profit at an event (i.e. memorabilia, sponsorships, media guides, and advertisement space). f. Identify the various methods of ticket processing (i.e. telephone orders, internet orders, will call windows, comp tickets, etc.) ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. SSEF3 The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties. SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. MM2D2 Students will determine an algebraic model to quantify the association between two variables. MKT-SEM-6. Students will differentiate between the elements of promotion: sales promotion, advertising, personal selling, public relations and publicity. a. Define each element of promotion. b. Compare and contrast the elements. c. List the advantages and disadvantages of each element of promotion. d. Explain how the promotional elements effect economic growth. February 2008 Page 4 of 28

5 ELA11W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. SSEMI2 The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy. RISK MANAGEMENT AND SPORTS ENTERTAINMENT LAW Students will investigate risks and legal and ethical behaviors associated with the sports and entertainment marketing field. MKT-SEM-7. Students will examine the elements of risk associated with the industry of sports and entertainment marketing. a. Define risk. b. Describe the categories of risk. c. Analyze the four strategies for risk management. d. Explain the need for sport/event insurance. ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. SSEPF5 The student will describe how insurance and other risk-management strategies protect against financial loss. MKT-SEM-8. Students will interpret the legal and ethical behaviors as they relate to the sports and entertainment marketing field. a. Define ethics. b. Discuss the impact of unethical behavior. c. Discuss the need for contracts. d. Describe the importance of copyright laws. February 2008 Page 5 of 28

6 ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. COMMUNICATION Students will examine the importance of communication and presentation skills needed for the sports and entertainment industry. MKT-SEM-9. Students will incorporate communication and presentation skills into sports and entertainment activities. a. Identify methods of communication. b. List the steps necessary to prepare multimedia presentations. c. Demonstrate effective speaking skills. d. List trade journals, periodicals, and online resources for professional development. e. Describe methods of communication that may be used to conduct business with clients and vendors. ELA11W3 The student uses research and technology to support writing. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. DISTRIBUTION Students will formulate appropriate channels of distribution. MKT-SEM-10. Students will arrange appropriate and efficient channels of distribution for sports and entertainment events. a. Explain the distribution systems for sports and entertainment marketing events. b. Explain the distribution process as it applies to the various elements: television, radio, music, movie, theater, and fine arts. c. Explain the concept of vertical integration in the sports and entertainment industry. February 2008 Page 6 of 28

7 ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. CAREERS IN SPORTS AND ENTERTAINMENT MARKETING Students will explore the various career opportunities within the sports and entertainment industry. MKT-SEM-11. Students will investigate career choices in sports and entertainment marketing. a. Analyze current trends in sports and entertainment marketing (i.e. street marketing, viral marketing, niche marketing, and grass roots and guerilla marketing). b. Investigate careers in sports and entertainment marketing. c. Discuss the skills and preparation needed for a chosen career in sports and entertainment marketing. d. Create and execute a career presentation. ELA11W3 The student uses research and technology to support writing. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. MARKETING PLAN Students will develop, implement, and present a marketing plan. MKT-SEM-12. Students will compose a sports and entertainment marketing plan. a. Determine the components of a sports or entertainment marketing plan. b. Explain the role of promotion in a sports or entertainment marketing plan. c. Explain the role of sponsorship in a sports or entertainment marketing plan. d. Develop a sports or entertainment marketing plan. ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. February 2008 Page 7 of 28

8 ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. Reading Across the Curriculum Reading Standard Comment After the elementary years, students engage in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. Students encounter a variety of informational as well as fictional texts, and they experience text in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines. Each subject has its own specific vocabulary, and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context. Beginning with the middle grades years, students begin to self-select reading materials based on personal interests established through classroom learning. Students become curious about science, mathematics, history, and literature as they form contexts for those subjects related to their personal and classroom experiences. As students explore academic areas through reading, they develop favorite subjects and become confident in their verbal discourse about those subjects. Reading across curriculum content develops both academic and personal interests in students. As students read, they develop both content and contextual vocabulary. They also build good habits for reading, researching, and learning. The Reading Across the Curriculum standard focuses on the academic and personal skills students acquire as they read in all areas of learning. CTAE-RC-1 Students will enhance reading in all curriculum areas by: Reading in All Curriculum Areas -Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas. -Read both informational and fictional texts in a variety of genres and modes of discourse. -Read technical texts related to various subject areas. Discussing Books -Discuss messages and themes from books in all subject areas. -Respond to a variety of texts in multiple modes of discourse. -Relate messages and themes from one subject area to messages and themes in another area. -Evaluate the merit of texts in every subject discipline. -Examine author s purpose in writing. -Recognize the features of disciplinary texts. February 2008 Page 8 of 28

9 Building Vocabulary Knowledge -Demonstrate an understanding of contextual vocabulary in various subjects. -Use content vocabulary in writing and speaking. -Explore understanding of new words found in subject area texts. Establishing Context -Explore life experiences related to subject area content. -Discuss in both writing and speaking how certain words are subject area related. -Determine strategies for finding content and contextual meaning for unknown words. CTAE Foundation Skills The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit in order to be to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state s academic performance standards. The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education s 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEC), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy. CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level. CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions. February 2008 Page 9 of 28

10 CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations. CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance. February 2008 Page 10 of 28

11 Marketing, Sales, and Service National Cluster Knowledge and Skill Standards Sports and Entertainment Marketing National Standard (National Business Education Curriculum Standards/NBEA) Communications Pathway Performance Element: Evaluate the effectiveness of the marketingcommunications mix to make productmix decisions. Communications Pathway Performance Element: Implement accounting procedures to track money flow and to determine financial status. Sports and Entertainment Marketing MKT-SEM-1 Interpret marketing concepts as they apply to sports and entertainment marketing. MKT-SEM-2 Apply concepts and processes associated with successful financial planning in sports and entertainment marketing. Performance Element: Manage financial resources to ensure solvency. Performance Element: Employ pricing strategies to determine optimal prices. Performance Element: Assess pricing strategies to identify needed changes and to improve profitability. Communications Pathway Performance Element: Implement organizational skills to facilitate work efforts. Communications Pathway Performance Element: Plan marketingresearch activities to ensure appropriateness and adequacy of datacollection efforts. MKT-SEM-3 Differentiate between the components of the sports marketing industry. MKT-SEM-4 Analyze the field of marketing as it relates to the elements of the entertainment industry: television, radio, music, movie, theater, and fine arts. Performance Element: Design qualitative marketing -research study to ensure appropriateness of datacollection efforts. February 2008 Page 11 of 28

12 Merchandising Pathway Performance Element: Utilize inventory -control methods to minimize costs and to meet customer demand. MKT-SEM-5 Interpret the elements of the selling process as they relate to sports and entertainment marketing. Performance Element: Manage distribution activities to minimize costs and to determine distribution strategies. Performance Element: Utilize assortment-mix strategies to create maximum mix of products at minimum cost. Performance Element: Employ visual merchandising techniques to increase interest in product offerings. Communications Pathway Performance Element: Manage media planning and placement to enhance return on marketing investment. MKT-SEM-6 Differentiate between the elements of promotion: sales promotion, advertising, personal selling, public relations and publicity. Performance Element: Develop and execute an advertising campaign to achieve marketing communications objectives. Performance Element: Utilize publicity/public-relations activities to create goodwill with stakeholders. Performance Element: Employ salespromotion activities to inform or remind customers of business/product. Performance Element: Manage promotional activities to maximize return on promotional investments. Performance Element: Evaluate effectiveness of advertising strategies February 2008 Page 12 of 28

13 to determine return on marketing investment. Performance Element: Understand promotion activities to show an indepth understanding of their nature and scope. Marketing Management Pathway Performance Element: Plan and evaluate promotional activities to maximize return on promotional efforts. Business Administration Core Performance Element: Identify potential business threats and opportunities to protect a business s financial wellbeing. Communications Pathway Performance Element: Acquire information about business laws and regulations to show command of their nature and scope. Performance Element: Use communication skills to foster ethical interactions. Communications Pathway Performance Element: Apply verbal skills to obtain and convey information. MKT-SEM-7 Examine the elements of risk associated with the industry of sports and entertainment marketing. MKT-SEM-8 Interpret the legal and ethical behaviors as they relate to the sports and entertainment marketing field. MKT-SEM-9 Incorporate communication and presentation skills into sports and entertainment activities. Performance Element: Utilize information-technology tools to manage and perform marketingcommunications responsibilities. Performance Element: Understand the relationship between marketing and marketing communications to show command of their nature and scope. February 2008 Page 13 of 28

14 Marketing Management Pathway Performance Element: Develop channel-management strategies to minimize costs. Performance Element: Assess channel-management strategies to improve their effectiveness and to minimize their costs. Communications Pathway Performance Element: Acquire information about the marketing communications industry to aid in making career choices. MKT-SEM-10 Arrange appropriate and efficient channels of distribution for sports and entertainment events. MKT-SEM-11 Investigate career choices in sports and entertainment marketing. Performance Element: Utilize careeradvancement activities to enhance professional development in marketing communications. Performance Element: Utilize word-ofmouth strategies to build brand and to promote products. Marketing Management Pathway Performance Element: Utilize planning tools to guide organization s/ department s activities. MKT-SEM-12 Compose a sports and entertainment marketing plan. Performance Element: Control an organization s/department s activities to encourage growth and development. February 2008 Page 14 of 28

15 PROGRAM CONCENTRATION: CAREER PATHWAY: COURSE TITLE: Marketing, Sales & Service Sports and Entertainment Marketing Advanced Sports & Entertainment Marketing COURSE DESCRIPTION: This course provides students opportunities to develop managerial and analytical skills and deepen their knowledge in sports/entertainment marketing. Topical units include: Marketing-Information Management, Selling, Publicity/Public Relations, Sales Promotion, Management of Promotion, Product Mix, Pricing, Positioning, and Marketing Planning. Project-based instruction, together with a variety of work-based learning activities, should be incorporated in this course to provide real-world application. Competitive event standards for the co-curricular student organization (DECA, An Association of Marketing Education Students) are integral components of the curriculum s core employability and technical skills standards. Therefore, DECA competitive events should be incorporated with other instructional strategies developed for the course. SPORTS AND ENTERTAINMENT INDUSTRY Students will assess the components of the sports and entertainment industry. MKT-ASEM-1. Students will evaluate the significance and components of sports and entertainment marketing as a viable industry. a. Evaluate the sports and entertainment industry as a viable segment of the economy. b. Analyze the components of the marketing mix as they relate to the sports and entertainment industry. c. Evaluate the importance of marketing to the sports and entertainment industry. d. Analyze growth and trends of sports and entertainment as an industry in local, state, national, and international areas. e. Research the career opportunities available in the sports and entertainment industry. ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA11W3 The student uses research and technology to support writing. MM3P1 Students will solve problems (using appropriate technology). February 2008 Page 15 of 28

16 MM3P2 Students will reason and evaluate mathematical arguments. SSEMI2 The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy. SPORTS AND ENTERTAINMENT MANAGEMENT Students will analyze the management functions, strategies, operations, and decision making processes of the sports and entertainment marketing industry. MKT-ASEM-2. Students will analyze the importance of planning, organizing, implementing, and controlling sports and entertainment events. a. Determine the four functions of management. b. Differentiate between the six principles of management. c. Recognize various organizational structures and management styles utilized in the sports and entertainment industry. ELA11W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. ELA12W3 The student uses research and technology to support writing. MM3P4 Students will make connections among mathematical ideas and to other disciplines. MKT-ASEM-3. Students will construct a strategic management plan. a. Describe the three levels of strategy (i.e. corporate strategies, business strategies, and functional strategies). b. Examine the advantages and risks involved during the strategic management process. c. Explain the development phase of the strategic management process to include policies, procedures, rules, and environmental analysis. d. Develop a strategic plan utilizing the following tools: environmental scanning, SWOT analysis, benchmarking, scenario building, and strategic fits. ELA11W2. The student demonstrates competence in a variety of genres. The student demonstrates an understanding of listening, speaking, and viewing skills for a variety of purposes. The student observes and listens critically and responds appropriately to written and oral communication in a variety of genres and media. The student speaks in a manner that guides the listener to understand important ideas. ELA11W3 The student uses research and technology to support writing. February 2008 Page 16 of 28

17 ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. MM3D3 Students will understand the differences between experimental and observational studies by posing questions and collecting, analyzing, and interpreting data. SSEF2 The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action. SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. MKT-ASEM-4. Students will examine operations management and control as they apply to sports and entertainment marketing. a. Select an idea and conduct a feasibility study. b. Develop a budget and a logistics/operations plan. c. Develop a site and a security plan. d. Implement a plan which meets the Americans with Disabilities Act requirements. ELA11C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. SSEF6 The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people. SSEMI1 The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money. SSEMI2 The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy. MM3P4 Students will make connections among mathematical ideas and to other disciplines. MM3P5 Students will represent mathematics in multiple ways. February 2008 Page 17 of 28

18 MKT-ASEM-5. Students will describe the importance of organizing and staffing for sports and entertainment events. a. Develop teamwork and collaboration skills needed to reach a common goal. b. Develop and implement timelines to have successful and profitable sports and entertainment events. c. Develop internal and external communication systems (i.e. memo, team meetings, e- mail/web communication, etc.) ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. MM4P4 Students will make connections among mathematical ideas and to other disciplines. SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. MKT-ASEM-6. Students will dissect the decision making process and analyze several forms of decision making. a. Compare and contrast the types of decisions. b. Differentiate between the various decision making styles. c. Evaluate the various techniques used in group decision making (i.e. brainstorming, the Delphi technique, etc.) ELA11LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. SSEF2 The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action. SPORTS AND ENTERTAINMENT LAW Students will investigate legal and ethical behaviors associated with the sports and entertainment marketing field. February 2008 Page 18 of 28

19 MKT-ASEM-7. Students will interpret the legal and ethical behaviors as they relate to the sports and entertainment marketing field. a. Analyze the impact of labor unions on the sports and entertainment industry. b. Explain licensing, leasing, and royalty agreements. c. Explain issues of contract law in sports and entertainment marketing. d. Discuss the significance of Title IX. e. Discuss the federal laws that have an impact on the sports and entertainment industry. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. MM4P5 Students will represent mathematics in multiple ways. SSEF5 The student will describe the roles of government in a market economy. COLLEGE SPORTS, AMATEUR SPORTS, AND PROFESSIONAL SPORTS Students will explore the significance of management functions in college, amateur, and professional sports. MKT ASEM-8. Students will evaluate the management functions necessary for college, amateur, and professional sports. a. Explain management functions for college, amateur, and professional sports and their economic impact. b. Explain the personal financial impact of participating in college and amateur sports. c. Discuss the role of the National Collegiate Athletic Association (NCAA) relative to the sports industry. d. Explain the importance of management for professional sports. e. Identify the characteristics and roles of sports agents, team owners, and general managers. f. Determine the economic impact of a major sporting event. g. Evaluate the management functions necessary for other categories of sports (i.e. Olympics, Paralympics, international sporting events, extreme sports, etc.) ELA12W3 The student uses research and technology to support writing. MM4P3 Students will communicate mathematically. February 2008 Page 19 of 28

20 SSEMI1 The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money. SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. SSEPF2 The student will explain that banks and other financial institutions are businesses that channel funds from savers to investors. SSEPF3 The student will explain how changes in monetary and fiscal policy can have an impact on an individual s spending and saving choices. PROMOTIONS, ADVERTISING, PUBLIC RELATIONS, AND PUBLICITY Students will examine the roles of sales promotion, advertising, public relations, and publicity as tools in the sports and entertainment marketing industry. MKT-ASEM-9. Students will examine the role of sales promotion and advertising as promotional tools in sports and entertainment marketing. a. Investigate the use of product placement. b. Discuss the relevance of the elements of promotion in the sports and entertainment industry. c. Develop a promotional plan for sports and entertainment events. d. Develop a direct mail offer for sports and entertainment products and events. e. Explain the benefits of sponsorship to the sponsor and discuss endorsements and their restrictions. f. Choose appropriate media vehicles for a sport/event (i.e. specific print advertising, radio station, TV, etc.) g. Identify out-of-the-box sales promotion ideas for sports and entertainment events. h. Create and issue a script for game day promotions. i. Describe the use of venue signage and select appropriate signage for a sports and entertainment event. j. Design sport/event logo, program, and tickets. ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA11W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. February 2008 Page 20 of 28

21 ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. ELA12W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. MM4D3 Students will use confidence intervals and margins of error to make inferences from data about a population. Technology is used to evaluate confidence intervals, but students will be aware of the ideas involved. SSEF3 The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties. MKT-ASEM-10. Students will examine the role of public relations and publicity as a promotional tool in sports and entertainment marketing. a. Write a press release for a sports or entertainment marketing event. b. Develop and generate a sport/event newsletter. c. Discuss the importance of media relations. d. Plan a media day for a sport or event. e. Compare and contrast the advertising media used in sports and entertainment marketing events. ELA11W3 The student uses research and technology to support writing. ELA11W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. ELA12W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. MARKET RESEARCH Students will develop, implement, and present a marketing research project. MKT-ASEM-11. Students will implement strategies needed to collect, organize, process, transmit and communicate research information. a. Explain the purpose of sports and entertainment marketing research. b. Explain the steps in the marketing research process as it applies to the sports and entertainment industry. February 2008 Page 21 of 28

22 c. Summarize and analyze marketing research data. d. Evaluate the impact of target marketing in the sports and entertainment field. e. Develop a sports or entertainment marketing research project. ELA11W2 The student demonstrates competence in a variety of genres. The student demonstrates an understanding of listening, speaking, and viewing skills for a variety of purposes. The student observes and listens critically and responds appropriately to written and oral communication in a variety of genres and media. The student speaks in a manner that guides the listener to understand important ideas. ELA12W The student uses research and technology to support writing. MM4D3 Students will use confidence intervals and margins of error to make inferences from data about a population. Technology is used to evaluate confidence intervals, but students will be aware of the ideas involved. MM4P2 Students will reason and evaluate mathematical arguments. MM4P3 Students will communicate mathematically. SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. Reading Across the Curriculum Reading Standard Comment After the elementary years, students engage in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. Students encounter a variety of informational as well as fictional texts, and they experience text in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines. Each subject has its own specific vocabulary, and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context. Beginning with the middle grades years, students begin to self-select reading materials based on personal interests established through classroom learning. Students become curious about science, mathematics, history, and literature as they form contexts for those subjects related to their personal and classroom experiences. As students explore academic areas through reading, they develop favorite subjects and become confident in their verbal discourse about those subjects. February 2008 Page 22 of 28

23 Reading across curriculum content develops both academic and personal interests in students. As students read, they develop both content and contextual vocabulary. They also build good habits for reading, researching, and learning. The Reading Across the Curriculum standard focuses on the academic and personal skills students acquire as they read in all areas of learning. CTAE-RC-1 Students will enhance reading in all curriculum areas by: Reading in All Curriculum Areas -Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas. -Read both informational and fictional texts in a variety of genres and modes of discourse. -Read technical texts related to various subject areas. Discussing Books -Discuss messages and themes from books in all subject areas. -Respond to a variety of texts in multiple modes of discourse. -Relate messages and themes from one subject area to messages and themes in another area. -Evaluate the merit of texts in every subject discipline. -Examine author s purpose in writing. -Recognize the features of disciplinary texts. Building Vocabulary Knowledge -Demonstrate an understanding of contextual vocabulary in various subjects. -Use content vocabulary in writing and speaking. -Explore understanding of new words found in subject area texts. Establishing Context -Explore life experiences related to subject area content. -Discuss in both writing and speaking how certain words are subject area related. -Determine strategies for finding content and contextual meaning for unknown words. CTAE Foundation Skills The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit in order to be to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state s academic performance standards. The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education s 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEC), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor February 2008 Page 23 of 28

24 associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy. CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level. CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions. CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations. CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance. February 2008 Page 24 of 28

25 Marketing, Sales, and Service National Cluster Knowledge and Skill Standards Advanced Sports and Entertainment Marketing National Standard (National Business Education Curriculum Standards/NBEA) Marketing Management Pathway Performance Element: Acquire information about marketing management to aid in making career choices. Sports and Entertainment Marketing MKT-ASEM-1 Evaluate the significance and components of sports and entertainment as a viable industry. Business Administration Core Performance Element: Understand economic indicators to recognize economic trends and conditions. Marketing Information Management Pathway Performance Element: Assess marketing-information needs to develop a marketing information management system. MKT-ASEM-2 Analyze the importance of planning, organizing, implementing, and controlling and entertainment events. Marketing Management Pathway Performance Element: Manage marketing finances to monitor and measure return on marketing investment (ROMI). Performance Element: Manage staff growth and development to increase productivity and employee satisfaction. February 2008 Page 25 of 28

26 Marketing Management Pathway Performance Element: Utilize planning tools to guide organization s/ department s activities. Performance Element: Control an organization s/department s activities to encourage growth and development. Marketing Management Performance Element: Analyze security issues to protect the company. MKT-ASEM-3 Construct a strategic management plan. MKT-ASEM-4 Examine operations management and control as they apply to sports and entertainment marketing. Performance Element: Utilize information-technology tools to manage and perform work responsibilities. Marketing Management Pathway Performance Element: Manage staff growth and development to increase productivity and employee satisfaction. MKT-ASEM-5 Describe the importance of organizing and staffing for sports and entertainment events. Performance Element: Implement organizational skills to improve efficiency and work flow. Performance Element: Utilize techniques to staff an organization or a department within an organization. Marketing Management Pathway Performance Element: Utilize information-technology tools to manage and perform work responsibilities. Business Administration Core Performance Element: Acquire foundational knowledge of business laws and regulations to understand their nature and scope. MKT-ASEM-6 Dissect the decision making process and analyze several forms of decision making. MKT-ASEM-7 Interpret the legal and ethical behaviors as it relates to the sports and entertainment marketing field. February 2008 Page 26 of 28

27 Professional Selling Pathway Performance Element: Acquire product knowledge to communicate product benefits and to ensure appropriateness of product for the customer. MKT ASEM-8 Evaluate the management functions necessary for college, amateur, and professional sports. Merchandising Pathway Performance Element: Utilize assortment-mix strategies to create maximum mix of products at minimum cost. Marketing Communications Pathway Performance Element: Employ salespromotion activities to inform or remind customers of business/product. MKT-ASEM-9 Examine the role of sales promotion and advertising as promotional tools in sports and entertainment marketing. Merchandising Pathway Performance Element: Employ visual merchandising techniques to increase interest in product offerings. Performance Element: Implement display techniques to attract customers and increase sales potential. Performance Element: Manage promotional activities to maximize return on promotional efforts. Marketing Communications Pathway Performance Element: Utilize publicity to inform stakeholders of business activities. MKT-ASEM-10 Examine the role of public relations and publicity as a promotional tool in sports and entertainment marketing. Performance Element: Utilize publicity/public-relations activities to create goodwill with stakeholders. February 2008 Page 27 of 28