| ASSESSMENT BRIEF | |
| Subject Code and Title | SPO101 Introduction to Sports Management |
| Assessment | Assessment 2: Project brief for a new sport |
| Individual/Group | Individual |
| Length | 1,500 words (+/- 10%) |
| Learning Outcomes | Describe the global sport and recreation business environment.Apply management and business planning tools to the sports industry.Understand and explain risk in a sport business context.Identify social and ethical issues that can influence the sport business community. |
| Submission | By 11:55pm AEST/AEDT Sunday of Module 3 (Week 6) |
| Weighting | 40% |
| Total Marks | 100 marks |
Context:
Both Assessment 2 and 3 in this subject are connected in building towards the overall assessment goal – creating your own sport or modifying an existing sport.
In Assessment 2 you will outline the future direction of your sport, the target market for the sport, the risks and rules of your sport, and conduct a SWOT Analysis of the sport you have created.
Instructions:
You are required to create a new sport or modify an existing sport for a new market. This could be individual or team based. You should write from the perspective of the new Governing Body and outline the sport you have designed, including but not limited to:
- Introduction to the sport – name, brief concept, season or time of year
- The target market – who will play this new sport?
- Mission and/or Vision Statement – what is the purpose of this new sport?
- Goals and SMART Objectives – how will you establish this sport in the next 3-5 years?
- SWOT Analysis – table format with a minimum of five factors in each of the four segments
- Risk Matrix Table – potential risks and strategies to minimise them
- Proposed Rules including scoring and how to win
- Equipment and Uniforms required to play and to minimise risks
- Proposed Competition for the first year including – how many games (team sports) or events (individual sports) in the first year?
- Conclusion – convince the reader that this sport has a future.
Use appropriate referencing to acknowledge all sources utilised in your report. It is expected that you will draw heavily on your learning from Modules 1, 2 and 3 in this subject to complete your paper.
Learning Rubrics
| Assessment Attributes | Fail (0-49) | Pass (50-64) | Credit (65-74) | Distinction (75-84) | High Distinction (85-100) |
| Content, Audience and Purpose 10% | Does not meet minimum standard Demonstrates no awareness of context and/or purpose of the assignment. | Meets minimum standard Demonstrates limited awareness of context and/or purpose of the assignment | Moves beyond minimum standard Demonstrates consistent awareness of context and/or purpose of the assignment. | Exceeds minimum standard Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment. | Exceeds minimum standard and exhibits high levels of independence Consistently demonstrates a systematic and critical understanding of context and purpose of the assignment. |
| Knowledge and understanding 50% | Limited understanding of required concepts and knowledge Key components of the assignment are not addressed. | Knowledge or understanding of the field or discipline. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. | Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. | Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. | A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new |
| situations/further learning. | |||||
| Critical reasoning, presentation and defence of an argument and/or position 30% | Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Makes assertions that are not justified. | Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion. | Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with well- formed arguments not merely assertion. | Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with well- developed arguments. | Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies any conclusions reached with sophisticated arguments. |
| Use of academic and discipline conventions and sources of evidence 10% | Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. | Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to | Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. | Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading | Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading |
| support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. | There are no mistakes in using the APA style. | There are no mistakes in using the APA style. | There are no mistakes in using the APA Style. |
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