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The Management of Fitness, Physical Activity, Recreation and Sport

Instructor’s Manual

Thomas H. Sawyer, Ed.D., Editor

August 2012

Sample Course Syllabus 4

Sample Course Assignments 8

Chapter 1 56

Chapter 2 59

Chapter 3 62

Chapter 4 65

Chapter 5 70

Chapter 6 74

Chapter 7 77

Chapter 8 82

Chapter 9 86

Chapter 10 90

Chapter 11 93

Chapter 12 99

Chapter 13 102

Chapter 14 107

Chapter 15 113

Chapter 16 118

Chapter 17 123

Chapter 18 128

Chapter 19 133

Chapter 20 136

Chapter 21 141

Chapter 22 147

Chapter 23 151

Chapter 24 156

Chapter 25 159

Chapter 26 162

Chapter 27 165

Chapter 28 169

Chapter 29 173

Chapter 30 176

Chapter 31 180

Chapter 32 183

Chapter 33 188

A Sample Business Plan – Robert E. Lee YMCA of Richmond 194

B Sample Marketing Plan – Sports for Fun 210

C Sample Strategic Plan – The ABC Service Agency 234

D Sample Press release 250

E Sample Sponsorship Agreement 251

F Sample Licensing Agreement 254

G Sample Budget 258

H Sample Code of Ethics – The American Baseball Coaches Association 262

I Sample Program Book – Mark Twain Baseball Park Complex 267

J Sample Table of Contents for a Policies and Procedures Manual 283

K List of NCAA Non-Football Schools 284

L Example NCAA Division I Manual Contents 287

M List of NCAA Sponsored Sports 288

N List of NCAA Football Bowl Subdivision Institutions 290

O List of NCAA Football Championship Subdivision Institutions 293

P List of NCAA Division II Institutions 296

Q List of NCAA Division III Institutions 303

R Division I Core GPA and Test Score Sliding Scale 314

S List of NCAA Division I Member Conferences 316

T List of NCAA Division II Member Conferences 317

U List of NCAA Division III Member Conferences 318

SPM 510

Sport Management Foundations

This is a capstone course designed to bring together the 11 NASPE/NASSM curriculum competencies. These competencies have been developed to ensure that undergraduates have been exposed to the minimum educational requirements for future sport managers. This course has been designed to review these 11 competencies and ensure that the undergraduates have a solid knowledge base before exiting this sport management program.
Catalog Description:

This course will focus on the 11 competencies of sport management. Students will examine the breadth of the sport management field as well as engage in critical thinking about current sport management issues and trends.
Learning Objectives:

Upon the successful completion of this course the student will understand

  1. historical and sociological aspects of sport management,

  2. management principles as applied to sport management,

  3. marketing principles as applied to sport management,

  4. financial principles as applied to sport management,

  5. legal principles as applied to sport management,

  6. risk management principles as applied to sport management.

  7. ethical principles as applied to sport management,

  8. facility design and management,

  9. event management,

  10. sport governance and policy development, and

  11. sport communication and media relations.


The following are the graduate student learning outcome goals for sport management students:

  • Students will demonstrate professional communication proficiencies.

  • Students can engage in and meaningfully contribute to diverse and complex communities and professional environments.

  • Students recognize and act on moral and ethical challenges that arise in their profession or field.

  • Students achieve mastery of the knowledge required in their discipline or profession.

  • Students gain mastery of the skills (including using appropriate tools required in their discipline or profession

  • Textbook:

Sawyer, T. H., & Judge, L. W. (2012). The Management of Fitness, Physical Activity, Recreation, and Sport. Urbana, IL: Sagamore.

How the Course Works:

This course has fourteen (14) assignments. Assignments are due on Friday by midnight (EST).
Online Students: It is recommended that you sit down with a calendar and mark on the next 12 Fridays that a lesson for this course is due. This will help focus you on the course deadlines and develop a pattern for completing the course within the semester you have registered. If you need an incomplete because you have fallen behind, contact me prior to the end of the semester.
Late Assignments:

An assignment is considered late as of midnight on Friday. A late assignment will be assessed a one letter grade deduction.
Incomplete Grade Policy:

Under normal circumstances an incomplete will not be granted. The final grade will be calculated on all lessons completed plus a score of zero for each lesson not completed. Under special circumstances and incomplete could be granted. If the course is not completed within the extend timeline a second extension will not be granted. The final grade will be calculated based on all completed and incomplete lessons.

Lecture and Reading Lessons:

There will be 14 lectures and reading lessons.
Course Grade Determination:

If you are not satisfied with your grade on any of the assignments you may re-submit the assignments after corrective modifications have been made. The GREATER the detail in the assignment, the better the grade will be.

The common pitfalls that result in lower lesson and project grades are as follows:

  1. Lack of detail

  2. Poor writing

  3. Lack of documentation

  4. Poor grammar

  5. Lack of conclusions

  6. Spelling errors

  7. Lack of organization

  8. Lack of recommendations

Grading Policy:

The following grading scale will be used for each lesson:
A+ = Outstanding

A = Exceptional

A- = Excellent

B+ = Good

B = Above Average

B- = Satisfactory

C+ = Limited performance

C = Average

F = Fail
Assignment Grading:

Each assignment will receive three grades that are averaged together for the final assignment grade as follows: the first and second grades represent 50% of the student’s grade and the third grade represents the remaining 50% of the lesson grade. The 1st grade is for language (e.g., vocabulary and proper word usage). The 2nd grade is for grammar. The 3rd grade is for content, which consists of the student (a) answering the question, (b) discussing the answer to the question, and (c) applying the answer to real-world situations when possible.

Cover Page Requirements:

Each assignment must have a cover page that includes the course number and name, assignment number, and student’s name, address, phone number, and e-mail address. The assignment will not be accepted without a proper cover page attached.
Academic Honesty Statement:

XYZ University is committed to academic integrity in all its practices. The faculty value intellectual integrity and a high standard of academic conduct. Activities that violate academic integrity undermine the quality and diminish the value of educational achievement.

Cheating on papers, tests, or other academic works is a violation of University rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior.
ADA Statement:

XYZ University seeks to provide effective services and accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, you are required to register with Disability Support Services at the beginning of the semester. If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classrooms.
Copyright Statement:

Students shall adhere to the laws governing the use of copyrighted materials. They must ensure that their activities comply with fair use and in no way infringe on the copyright or other proprietary rights of others and that the materials used and developed at Indiana State University contain nothing unlawful, unethical, or libelous, and do not constitute any violation of any right of privacy.
Right to Revision:

The University reserves the right to change any statements, policies, or scheduling as necessary. Students will be informed promptly of any and all changes.

Sample Course Assignments
SPM 510

Sport Management Foundations

© Copyright 2012

There are 14 lessons to be submitted for evaluation. These lessons are to be answered by using the textbook, library resources, and other Internet resources. The student or group must use at least three resources other than the textbook in completing the assignment. Each question must be answered as follows: (a) answer the question asked in detail, and (b) apply the answer to a managerial approach to a problem or situation in the real world.


All lessons MUST BE completed in the following format:

  1. Cover Sheet with (a) the course number and name of the course, (b) lesson number, (c) your telephone number, (e) your e-mail address, and (f) your mailing address.

  2. Each question must (a) be numbered, (b) duplicate the question after the number, and (c) be answered in three parts identified as 1a), 1b), & 1c). The three parts must describe the following: a = a concise answer to the question, b = detailed discussion of the answer, and c = application of the answer to a real-life situation(s) in the area of sport.

  3. At the beginning of EACH lesson start with an introduction to the lesson (describing what you are about to learn in the lesson) and END with a SUMMARY section, which summarizes what you have learned from the lesson, a CONCLUSION section, where you will outline conclusions about what you learned from the lesson, and a RECOMMENDATION section, where you describe how you will implement what you have learned from the lesson.

  4. DOUBLE SPACE the lesson and NUMBER the pages.

  5. Grading … you will receive four grades on your paper as follows: the top grade is evaluating the use of vocabulary (and spelling) (12 ½%), the 2nd grade is for grammar and sentence construction (12 ½%), the 3rd grade is for content (75%), the 4th grade that is circled is the final grade for the lesson.

  6. Re-Submitted Lessons - Any lesson receiving less than a B+ may be re-submitted after revisions have been completed (by no later than the end of the semester) for a second review. The original lesson and revised lesson MUST BE submitted together. No resubmitted lesson will receive more than a B+ grade.



While writing, you must remember that you are directing your remarks to a broader audience than yourself. Your particular style of writing will emerge in the initial rough draft. Your professor will try, as much as possible, to let you retain your style but, at the same time, direct you toward good expository writing. For some of you, this process will be most difficult because you are used to writing in high abstraction with absence of operational definitions guiding your meaning. For others of you, writing will be difficult because you insist upon using elaborate constructions that befuddle the reader. However, for a happy few of you, writing will be no trouble at all because you have already acquired the habit of scientific exposition, a simple and straightforward manner and style.


The following format is suggested for your use, thus reducing your time in selecting a format of style as well as reducing the reading time for the professor.

Center and Side Headings

Use the system of center and side headings which you find in this pamphlet. Do not use Roman numerals and capital letters as part of the side headings. The general style of writing should be as simple as possible, using punctuation only to facilitate communication. If you need more side headings than have been illustrated herein, use a "Run-in Title" to the paragraph.

Run-in Title

To illustrate the point, you see one here to the left. You will note that about five spaces are left before beginning to write. Some of you may also prefer to indent this subtitle.

Table Numbering

The style below illustrates the style to be used in numbering and titling tables.






In constructing tables, graphs, maps, or charts, remember that these should be self-contained. If separated from the body of your writing, they should still make sense to a reader; therefore, check all of your titles carefully to be sure that they adequately describe the material. A good procedure for this process is to have someone else go over your list of tables to determine if he can make sense out of context. Finally, if you use abbreviations, be sure that you include a legend explaining what the abbreviations represent.

Furthermore, it is helpful if you label your tables by chapter and order rather than numbering throughout your paper. That is, the fourth table on the third page would be written 3.4. The purpose of such numbering is to avoid your having to renumber all of the tables if the professor should decide you need to add or delete any.

Copying Process and Word Processing

Use some method of duplicating your Library Research Paper other than carbon paper. The difference in cost is minimal and all of your copies are legible. It makes no difference which of the methods you choose. I will not accept ditto or mimeograph. Further, you should be using a computer and a standard word processing software package for easy re-write.


As a quirk of my own, I prefer that my students use page citation. Do not use the parenthesis approach advocated by journal publications. That process was developed for the sciences and assumes that you only have two or three citations. You are writing your paper for the ease and convenience of the reader. If he/she wants to identify the citations, he/she can find everything he/she needs on the same page when you use a footnoting process. From my standpoint, having forty or fifty references cited as parenthesis, which must be thumbed back and forth in order to read, is the height of absurdity. Therefore, use the footnote approach followed by a bibliography at the end of your production.

There are a number of examples of footnote styles. If you publish your paper, review the standards set by the particular journal to which you are submitting your manuscript.

1W. P. Ker, Epic and Romance: Essays on Medieval Literature (London: Macmillan & Co., 1897), p.10

2Ker, Op.Cit., p.10

3A Manual of Style (11th ed.; Chicago: University of Chicago Press, 1949), p.140

6Arthur Young, A Six Month's Tour Through the North of England

(London, 1771), I, 222, as quoted in A. H. Johnson, The Disappearance of the Small Landowner (London, 1909), pp. 102-3

8Samuel Johnson, "Observations on the State of Affairs in 1756", Works of Samuel Johnson (London, 1825), VI, pp. 113-15

10C. E. Merriam, "Putting Politics in its Place," International Journal of Ethics, XLVI (1936), p. 185

14H. H. Morgan et al, "Studies in the Sociology of Religion," American Journal of Sociology, November, 1924, p. 257

15S. P. Breckinridge, Family Welfare in a Metropolitan Community, Appendix, "Statutes and Annual Reports", Sec. II, p. 861

16Scholarships for Children (U.S. Children's Bureau Publication No. 51 (Washington, D.C., 1919), p. 3

17United States Census, 1920, Vol. II: Population, pp. 1003-4

18American Journal of Sociology, XXIII, No. 10, Part II (1926), 198

20James V. Riddell, 457 N.W.2d 1385 (1991)


The style of scientific writing is different from other forms of written communication. You must write so that your reader has no doubt about what you actually are describing or intending. Therefore, you will have to dispense with using indefinite, vague, and nefarious references.


All of us acquire a set of loaded words or phrases with which we harangue readers at random:
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