Management and Marketing of Nature Sports

Ficha de unidade curricular - Ano letivo 2022/2023

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

1. Understand the organization of nature sports services.

2. Know trends in nature sports and consumer behavior of customers.

3. Knowing the nature sports market, in its different dimensions, recognizing its social, economic and political importance.

4. Know and apply the dimensions of planning: strategic, tactical and operational.

5. Provide basic knowledge necessary for the elaboration, implementation and coordination of simple marketing strategies applied to nature sports.

Syllabus

1. Conceptual framework of nature sports management.

2. Management of nature sports: contexts and practices.

3. Management functions.

4. The company and its environment.

5. Management and marketing of nature sports.

6. The leadership.

7. The brand as a differentiating factor.

8. The nature sports market.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The program contents reflect a theoretical structure, the way of organizing the markets and the importance of Marketing for the management of nature sports.

Teaching methodologies

The unit is biannual and the organization regarding the approach of its programmatic contents is based on two parts: a part destined to theoretical studies and another part destined to the application of the theory.

For the practical / applied studies the working methods are diversified and according to the aims of each class. The most frequently performed by the students are the presentation of topics, discussion panels, individual and/or small group work, the preparation of synthesis and reflection sheets on theory, fieldwork and the work of Project.

The evaluation is continuous and the students integrated in it are subject, during the process, to the small practical works of reflection and/or deepening of the study carried out, as well as specific situations of questioning. Attendance is a factor to be taken into account in the process of continuous assessment of students.

Knowing how these products and services are conceived, developed, organized and structured, as well as the techniques, strategies and options to be followed to constitute responses to market demand, are goals of the unit.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Demonstration of the coherence of teaching methodologies with the learning goals of the curricular unit.

Particular importance is given to interactive 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

Assessment will take the form of a continuous process of producing relevant information about the academic performance of students.

At the level of Formative Assessment:
1. Interaction practices with students that allow reflection on their learning processes and their level of competence development (20%).
2. Project work (30%).

At the level of Summative Assessment:
1. Written Knowledge Test (50%)

For the purpose of attributing the final classification, the teacher may stipulate the oral discussion of any of the productions developed by the students.

Attendance system

Be present and participate in 75% of classes and participate in the discussion of the issues under analysis, as well as in carrying out the proposed work.

Bibliography

Arraya, M., & Silva, M. N. (2014). Tendências Contemporâneas da Gestão Desportiva. Lisboa: Visão e contextos, Edições e Representações, Lda.

Bender, W. N. Aprendizagem baseada em Projetos: educação diferenciada para o século. Porto Alegre: Penso.

Correia, A. et al (2019). Gestão do Desporto - Compreender para Gerir. Lisboa: Edições Faculdade de Motricidade Humana. ISBN: 9727352364

Dionísio, P. (2009). Casos de Sucesso em Marketing Desportivo. Alfragide: Publicações Dom Quixote.

Hoey, R., Smith, A. C., Stewart, B., & Westerbeek, H. (2012). Sport Management Principles and applications 3ªedition. New York: Routledge.

Lendrevie, J., Lindon, D., Dionísio, P., Rodrigues, V. (2004). Mercator XXI– Teoria e Prática do Marketing. 10ª edição. Lisboa: Publicações Dom Quixote.

Marques, A. (2012). Marketing Relacional. 1ª edição. Lisboa: Edições Sílabo.

Masteralexis, L. P., Barr, C. A., & Hums, M. A. (2012). Principles and Practice of Sport Management (Fourth edition ed.). USA: Jones & Bartlett Learning.

Metodologias ativas na educação: problemas, projetos e cooperação na realidade educativa. Antunes, J. Nascimento, V. Queiroz, Z. INFORMÁTICA NA EDUCAÇÃO: teoria & prática Porto Alegre, v.22, n.1, jan./abr. 2019.

Mullin, B., Hardy, S., Sutton, W. (2004). Marketing Esportivo. 2ª Edição. S. Paulo: Editora Artmed.

Smith, A. C. (2008). Introduction to Sport Marketing. USA: Elsevier.
XXI. Porto Alegre: Penso, 2014.

Observations

Students with special statuses, who can not be present at the planned sessions, must inform the teacher about this status in the first fifteen days of classes, defining a work plan to be developed and evaluation criteria adapted according to the particular possibilities and conditions of the students involved, in order to allow the follow-up of classes and their continuous evaluation.