|
|
Analysis of Sports Organizations
Scholar Year: 2018/2019 - 1S
| Code: |
DESP03 |
|
Acronym: |
AOD |
| Scientific Fields: |
Ciências do Desporto |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| DESP |
41 |
Study Plan |
1º |
5,0 |
|
|
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
1. Learn used terminology of the course content.
2. Understand the management of sport organizations.
3. Knows the fundamentals of internal and external variables involved in the management of Sport Organisations.
4. Mastering the exploratory methods and the most common instruments that lead to the analysis and synthesis of the explanation of sport organisations.
5. Know the course fundamental’s and shows skills on description and analysis of the Sport Organisations.
6. Develop products that attest how to use the methods and tools to describe, analyse, understand and explain the operation of sport organisations.
Syllabus
HISTORY OF SPORTS
• The general course of sport history: contexts and practices
• History of International Sports
• History of sport in Portugal
OLYMPIC MOVEMENT
• Evolution throughout history
SISTEMICAL AND ORGANIZATIONAL PERSPECTIVE OF SPORTS
• Theory and Organizational Behavior
SOCIAL CHANGE AND SPORT MANAGEMENT
• Analysis of sport as a socio-economic activity
• Systemic approach to sport
• Definition of organizational environment
ORGANIZATION OF NATIONAL SPORTS
• The organic structure of the Portuguese sports system
• The public sports administration
• Powers and powers of the sports administration
• Responsibilities and competences of the local public sports administration
• Sport in the context of local authorities
SPORTS ORGANIZATIONS
• Portuguese Olympic Committee
• Confederation of Sports of Portugal
• Federations and Sports Associations
• Sports Clubs
• Other sporting and non-profit organizations
MAIN SUBSYSTEMS RELATED TO SPORT
• Open subsystems: formal and informal sporting activity
• Closed subsystems: military sport
SPORTS AND LOCAL AUTHORITIES
• Local sports development plan (Case study)
LEGAL FRAMEWORK FOR SPORTS
• Basic law on physical activity and sport (LBAFD)
• Regulation of LBAFD
• Complementary legislation
THE EUROPEAN CHARTER OF SPORT - COUNCIL OF EUROPE
• The European model for the organization of sport
• Letters; conventions; statements; manifestos; recommendations and codes and related to sport.
SPORTS LEVEL AND SPORTS SITUATION
• The concept of sport level
• Analysis of the sport situation
• Elements of the sport situation
• Sports elements
• Sports elements
• Outsiders elements
SPORTS SITUATION
• Social indicators of sports practice
SPORTS POLICY
• Concept of sports policy
• The strategic matrix as an instrument of political orientation
• Strategic analysis methodology
Demonstration of the syllabus coherence with the UC intended learning outcomes
importance will be attached to the methodology that favors the theory / practice relationship, based on the research work, both individual and group, aiming at the development of problem solving, analysis and synthesis skills. It is also intended to develop critical thinking, creativity and autonomy in students, so targeted discussion of project work, discussion and presentation of program themes will be preferred strategies.
In order to develop analytical reasoning and the appropriation of instruments related to the management of sport, the program contents are organized in a perspective of complementarity with practical examples drawn from the national sports system.
Teaching methodologies
The programmatic content will be addressed through lectures on the presentation of contents and discussion of topics by students, through classes directed to the survey of questions and the development of practical studies. In theoretical-practical classes the emphasis will be on the use of demonstrative and active methods in teaching by discovery.
In the project work, the emphasis will be on reciprocal teaching, face-to-face and distance support in the orientation of the research of the subjects under study and in the accomplishment of written works and / or oral presentations.
The process will comprise: a) the exposition of topics by the teacher; b) reading and analysis of scientific texts; c) the performance of written works and / or oral presentations.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The choice of teaching methodologies is based on the learning objectives. Theoretical and practical classes are articulated, the first being based on an expository and interrogative method, calling for the acquisition and application of knowledge; the latter seek to operationalize concepts and to base their analysis on sport organizations.
We will focus on active methodologies, teaching by discovery, involving students in the teaching-learning process, centered on an approach of theoretical concepts referenced by scientific research and its application to practical situations.
Assessment methodologies and evidences
Evaluation and classification
The evaluation of the course is based on continuous assessment, which consists in times of process and product. Are valences of continuous assessment:
At the process level (30%)
- Application exercises performed in class - 30%
At the level of product (70%)
- Project Work - 35%
- Written test of knowledge - 35%
For the award of the final grade, can the teacher provides, if deemed necessary for further clarification of the evaluation process, the oral discussion of any of the productions developed by the students.
Attendance system
Attendance system:
a) is present in 80% of classes and participate in the discussion of the issues involved, as well as in carrying out the proposed work;
b) read the literature to support and be prepared to analyze and discuss the issues presented;
c) perform the tasks and scheduled work, showing clearly and accurately the acquisition of knowledge on the subject.
Bibliography
Anheier, H. K. (2005). Nonprofit organizations: Theory, management, policy. London: Routledge.
Bilhim, J. (2001). Teoria organizacional: estruturas e pessoas. Lisboa: ISCS/UTL.
Carvalho, A. (1994). Desporto e Autarquias Locais. Porto: Ed. Campo das Letras.
Cunha LM (2007). Os Espaços do Desporto, Uma Gestão Para o Desenvolvimento Humano. Coimbra: Edições Almedina.
Fishel, D. (2003). The book of the board: Effective governance for non-profit organisations. Sydney: Federation Press.
Hoye, R. & Cuskelly, G. (2007). Sport Governance. Oxford: Elsevier.
Slack, T. (1997). Understanding Sport Organizations. The Application of Organization Theory. Champaign: Human Kinetics.
Teixeira, S. (1998). Gestão das organizações. Lisboa: McGrawHill.
Terret, T (2008). História do Desporto. Lisboa: Publicações Europa-América.
Constantino, J. (1990). Políticas de desenvolvimento desportivo nas Autarquias. Oeiras: Câmara Municipal de Oeiras.
Cunha, P., Rego, A. & Cardoso, C. (2007). Tempos modernos: Uma história das organizações e da gestão. Lisboa: Edições Sílabo.
Daft, R. (2002). Organizações – Teorias e projectos. SP: Thomson Pioneira.
Pires, G. (1993), Situação Desportiva (Parte I), in Ludens, Vol. 13, n.º 2, Abr. -Jun, Ed. FMH/UTL, Lisboa.
Pires, G. (1995), Mudança Social e Gestão do Desporto, in Ludens, Vol. 15, n.º 4, Out. - Dez., Ed. FMH/UTL, Lisboa.
Mintzberg, H. (1995). Estrutura e dinâmica das organizações. Lisboa: Publicações Dom Quixote.
Pires, G. (2007). Agôn Gestão do Desporto – O Jogo de Zeus. Porto: Porto.
Pires, G. (2005). Gestão do Desporto – Desenvolvimento Organizacional – Da Educação Desportiva à Alta Competição. Porto: APOGESD.
Pires, G. (1988). Para um Projecto Multidimensional do Conceito de Desporto. Revista Horizonte, 5 (27), 101-104. Acedido de http://bibliotecas.utl.pt/cgi-bin/koha/opacdetail.pl?biblionumber=80 442.
Slack, T. & Parent, M. (2006). Understanding sport organizations. Second Edition. USA: Human Kinetics.
Legislação de apoio:
Lei de Bases da Atividade Física e do Desporto - Lei n.º 5/2007, de 16 de Janeiro.
Nota: Poderá ser utilizada outra bibliografia de manifesto interesse.
Observations
Students with special statutes that may not be present in the planned sessions, should give notice of this status to teachers in the first fifteen days of classes, defined a work plan to be developed and adapted evaluation discretion, depending on the possibilities and particular conditions frequency of students involved, to allow monitoring of the respective classes and continuous assessment.
|
|
