Recent Question/Assignment

ASSESSMENT 2 BRIEF
Subject Code and Title SPO101 Introduction to Sports Management
Assessment Assessment 2: New sport outline report
Individual/Group Individual
Length 2,000 words
Learning Outcomes a) Describe the global sport and recreation business environment
b) Apply management and business planning tools to the sport industry
c) Understand and explain risk in a sport business context
d) Identify social and ethical issues that can influence the sport business community
Submission By 11:55pm AEST/AEDT Sunday - end of Module 6
Weighting 60%
Total Marks 100 marks
Context:
Your second assessment follows on from the brief for a new sport that you submitted in assessment 1.
Instructions:
Develop the final form of the sport that you have invented including:
? Introduction to the sport – name, concept, target market, season or time of year ? Mission and/or Vision Statement – what is the purpose of this new sport?
? Goals and Objectives – how will you establish this sport in the next 3-5 years?
? Proposed Governance Structure – how would you structure the Board of Management?
? SWOT Analysis – table format with five factors in each of the four segments
? Risk Matrix – potential risks and strategies to minimise them
SPO101_Assessment 2 Brief_Report_FINAL.Docx Page 1 of 5
? Final Rules including scoring and how to win
? Venues/Facilities – locations, seating capacity, other requirements
? Equipment and Uniforms
? Example of a Competition Schedule
? Proposed logo and colours (brand) of the new sport
? The sports position on ethics and social responsibility
? Proposed Funding Partners – commercial sponsors and government grants
? Proposed Media Launch – how would you announce this new sport?
? 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 all six modules covered in this subject to complete your paper.
SPO101_Assessment 2 Brief_Report_FINAL.Docx Page 2 of 5
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 wellformed 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 welldeveloped 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 support and develop ideas, but these are not always explicit or well developed. 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.
There are no mistakes in using the APA style.
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
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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