Free Sample: Sports & Marketing & Entertainment paper example for writing essay

Sports & Marketing & Entertainment - Essay Example

Teachers should provide each student with real world learning opportunities and instruction related to selection, development, and maintenance of individual marketing education programs. Students are encouraged to become active members of the student organization DECCA, the national student organization for those enrolled in marketing education. DECCA is an integral component of the program and provides curricular opportunities that enhance student achievement.

Teachers should utilize relevant DECCA activities to support experiential learning. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives. Grades 10-12 Standard: 1 Overview of Marketing ME. S. SERE.

I Students will develop an understanding of marketing. Objectives Students will ME. O. SERE. I. I discover the field of sports, entertainment, and recreation marketing. ME. O. SERE. I . 2 recognize trends of sports, entertainment, and recreation as an industry in the local, state, national, and international arenas. ME. O. SERE. I . 3 characterize marketing. ME. O. SERE. I . 4 reduce a chart of the marketing functions. ME. O. SERE. I . 5 determine the elements of the marketing mix. ME. O.

SERE. I . 6 assess the importance of the marketing concept. ME. O. SERE. I . 7 recognize the use of marketing positioning. ME. O. SERE. I . 8 examine the concept of a target market. ME. O. SERE. I . 9 compare types of marketing segmentation. Performance Descriptors (ME. PDP. SERE. I) Above Mastery Mastery Partial Mastery The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in marketing.

The student evaluates the field of sports, entertainment, and recreation marketing; interprets trends of sports, entertainment, and recreation as an industry in the local, state, national, and international arenas; evaluates marketing; creates a chart of the marketing functions; evaluates the elements of the marketing mix; validates the importance of the marketing concept; defends the use of marketing positioning; critiques the concept of a target market; and compares types of marketing segmentation.

The student can independently solve problems and is self- directed. The student demonstrates competent and proficient performance and wows a thorough and effective application of knowledge and skills that meet the standard in marketing.

The student discovers the field of sports, entertainment, and recreation marketing; recognizes trends of sports, entertainment, and recreation as an industry in the local, state, national, and international arenas; characterizes marketing; produces a chart of the marketing functions; determines the elements of the marketing mix; assesses the importance of the marketing concept; recognizes the use of marketing positioning; examines the concept of a target market; and compares types of marketing segmentation. Application of knowledge and skills is thorough and effective and the student can work independently.

The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in marketing. The student defines the field of sports, entertainment, and recreation marketing; names trends of sports, entertainment, and recreation as an industry in the local, state, national, and international arenas; defines marketing; lists the marketing functions; identifies the elements of the marketing mix; explains the importance of the marketing concept; describes the use f marketing positioning; explains the concept of a target market; and lists types of marketing segmentation.

Performance needs further development and supervision. Standard: 2 Promotion ME. S. SERE. 2 Students will design a promotional campaign. ME. O. SERE. 2. 1 examine the four elements of promotion. ME. O. SERE. 2. 2 recognize components of the promotional mix. ME. O. SERE. 2. 3 develop a logo and slogan and its relationship with a trademark. ME. O. S compare the types of advertising media. ME. O. SERE. 2. 5 develop sales promotion strategies. ME. O. SERE. 2. Recognize publicity and its role in creating a positive or negative public SEER marketing. ME. O. SERE. 2. 7 construct a press release. ME. O. SERE. 2. 8 determine the role of selling in the sports, entertainment, and recreation ME. O. SERE. 2. 9 point out the steps of personal selling. Performance Descriptors (ME. PDP. SERE. 2) The student demonstrates exceptional and exemplary performance with and sophisticated application of knowledge and skills that exceed the SST promotion.

The student assesses the four elements of promotion: Dave publicity, sales promotion, and personal selling; appraises components promotional mix; critiques a logo and slogan and its relationship with a amperes the types of advertising media; creates sales promotion strata communicates publicity and its role in creating a positive or negative PU with SEER marketing; creates a press release; evaluates the role of selling sports, entertainment, and recreation industry; and ranks the steps of p selling.

The student can independently solve problems and is self-direct student demonstrates competent and proficient performance and show and effective application of knowledge and skills that meet the standard promotion.

The student examines the four elements of promotion: Dave publicity, sales promotion, and personal selling; recognizes components rumination mix; develops a logo and slogan and its relationship with a compares the types of advertising media; develops sales promotion star recognizes publicity and its role in creating a positive or negative public SEER marketing; constructs a press release; determines the role of selling sports, entertainment, and recreation industry; and points out the steps selling.

Application of knowledge and skills is thorough and effective an can work independently. The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by error omissions in promotion.

The student lists the four elements of promotion advertising, publicity, sales promotion, and personal selling; identifies c the promotional mix; describes a logo and slogan and its relationship WI trademark; identifies the types of advertising media; writes sales promo strategies; defines publicity and its role in creating a positive or negative image with SEER marketing; writes a press release; identifies the role of selling in the sports, entertainment, and recreation industry; and lists the steps of personal selling Performance needs further development and supervision.

Standard: 3 Sponsorships and Endorsements ME. S. SERE. Students will analyze the purpose of sponsorships and endorsements. Objectives ME. O. SERE. 3. 1 analyze reasons for SEER sponsorships and endorsements. ME. O. SERE. 3. 2 critique the advantages, disadvantages, and legal issues of sponsorships and endorsements. Performance Descriptors (ME. PDP. SERE. 3) sponsorships and endorsements. The student decides reasons for SEER sponsorships and endorsements; and critiques the advantages, disadvantages, and legal issues of sponsorships and endorsements.

The student can independently solve problems an is self-directed. The student demonstrates competent and proficient performance ND shows a thorough and effective application of knowledge and skills that meet the standard in sponsorships and endorsements. The student analyzes reasons for SEER sponsorships and endorsements; and critiques the advantages, disadvantages, and legal issues of sponsorships and endorsements. Application of knowledge and skills is thorough and effective and the student can work independently.

The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in sponsorships and endorsements. The student explains reasons for SEER sponsorships and endorsements; and lists the advantages, disadvantages, and legal issues of sponsorships and endorsements. Performance needs further development and supervision. Standard: 4 Legal and Ethical Issues ME. S. SERE. 4 Students will access legal and ethical issues. ME. O. SERE. 4. 1 differentiate how laws impact the sports, entertainment, and recreation industries.

ME. O. SERE. 4. 2 examine the relevance of contracts in the SEER industry. ME. O. SERE. 4. 3 research salary caps within the sports industry. ME. O. SERE. 4. 4 recognize legal implications of copyright and privacy related to the entertainment industry. ME. O. SERE. 4. Examine legal implications of licensing of trademarked products in the SEER industry. ME. O. SERE. 4. 6 characterize ethics. ME. O. SERE. 4. 7 access the impact of unethical behavior within the sports and entertainment industry. Performance Descriptors (ME. PDP. SERE. 4) legal and ethical issues.

The student interprets how laws impact the sports, entertainment, and recreation industries; evaluates the relevance of contracts in the SEER industry; argues salary caps within the sports industry; appraises legal implications of copyright and privacy related to the entertainment industry; evaluates gal implications of licensing of trademarked products in the SEER industry; debates ethics; and assesses the impact of unethical behavior within the sports and entertainment industry. The student can independently solve problems and is self- standard in legal and ethical issues.

The student differentiates how laws impact the sports, entertainment, and recreation industries; examines the relevance of contracts in the SEER industry; researches salary caps within the sports industry; recognizes legal implications of copyright and privacy related to the entertainment industry; examines legal implications of licensing of trademarked products in the SEER industry; characterizes ethics; and assesses the impact of unethical behavior within the sports and entertainment industry. Application of knowledge and skills is thorough and errors and/or omissions in legal and ethical issues.

The student explains how laws impact the sports, entertainment, and recreation industries; discusses the relevance of contracts in the SEER industry; explains salary caps within the sports industry; discusses legal implications of copyright and privacy related to the entertainment industry; intensifies legal implications of licensing of trademarked products in the SEER industry; defines ethics; and identifies the impact of unethical behavior within the sports and entertainment industry. Performance needs further development and supervision. Standard: 5 Risk Management ME. S. SERE. 5 Students will explain the importance of risk management. Heartier ethics access tea impact of UN industry Performance Descriptor Above vaster student deodorants and spoon,uncared apple entertainment. And area arctic of copy,get- ethics: and assesses rhea entertainment industry stouts a and standard geol. anon e: sports. Entertainment. Legal Implications of CIO and determinant mind effective the studier Inconsistent perform Impact the sports. Enter of can,-racers In the SF I Industry: Litheness’s egg SF industry: defines et the sports and enter tail standard: Alls VanГёerne,r students explain the ME. O. SERE. 5. 1 classify risks. ME. O. SERE. 5. Analyze the importance of security and insurance. ME. O. SERE. 5. 3 examine methods to prevent, reduce, control, or transfer risk Performance Descriptors (ME. PDP. SERE. 5) The student demonstrates exceptional and exemplary perform and sophisticated application of knowledge and skills that e risk management. The student evaluates risks; assesses the and insurance; and evaluates methods to prevent, reduce, c The student can independently solve problems and is self-did demonstrates competent and proficient performance and SSH effective application of knowledge and skills that meet the SST management.

The student classifies risks; analyzes the imp insurance; and examines methods to prevent, reduce, control Application of knowledge and skills is thorough and effective work independently. The student demonstrates basic but in of fundamental knowledge and skills characterized by errors management. The student identifies risks; discusses the imp insurance; and explains methods to prevent, reduce, control, Performance needs further development and supervision. SST Product Management ME. S. SERE. 6 Students will explain the relevance of product merchandising ME.

O. SERE. 6. 1 recognize the relationship between branding and merchant ME. O. SERE. 6. 2 determine merchandising opportunities for a SEER event. ME. O. SERE. 6. 3 compare food and beverage opportunities that exist within t Performance Descriptors (ME. PDP. SERE. 6) product management. The student evaluates the relationship merchandising in the SEER industry; assesses merchandising opportunities for a SEER vent; and compares food and beverage opportunities that exist within the SEER industry. The student can independently solve problems and is self-directed.

The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in product management. The student recognizes the relationship between branding and merchandising in the SEER industry; determines merchandising opportunities for a SEER event; and compares food and beverage opportunities that exist within the SEER industry. Application of knowledge and skills is thorough and effective and the tuned can work independently.

The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in product management. The student describes the relationship between branding and merchandising in the SEER industry; explains merchandising opportunities for a SEER event; and names food and beverage opportunities that exist within the SEER industry. Performance needs further development and supervision. Standard: 7 Career Development ME. S. SERE. 7 Students will research career opportunities in the sports, entertainment, and recreation industry.

Objectives ME. O. SERE. 7. 1 research sports, entertainment, and recreation career opportunities at the internship, internship, entry, mid-management, and upper-management levels. ME. O. SERE. 7. 2 research the education and training needed for a sports, entertainment, and recreation Job/career. ME. O. SERE. 7. 3 compare career and technical programs, colleges, and universities in West Virginia offering a post-secondary degree in the sports, entertainment, and recreation industry. Performance Descriptors (ME. PDP. SERE. ) career development. The student assesses the sports, entertainment, and recreation rarer opportunities at the internship, internship, entry, mid-management, and upper-management levels; assesses the education and training needed for a sports, entertainment, and recreation Job/career; and evaluates career and technical programs, colleges, and universities in West Virginia that offer a post-secondary degree in the sports, entertainment, and recreation industry. The student can independently solve problems and is self-directed.

The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in career development. The student researches the sports, entertainment, and recreation career opportunities at the internship, internship, entry, mid-management, and upper- management levels; researches the education and training needed for a sports, entertainment, and recreation Job/career; and compares career and technical degree in the sports, entertainment, and recreation industry.

Application of knowledge and skills is thorough and effective and the student can work independently. The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in career placement. The student discusses the sports, entertainment, and recreation career management levels; explains the education and training needed for a sports, entertainment, and recreation Job/career; and locates career and technical programs, colleges, and universities in West Virginia that offer a post-secondary degree in the sports, entertainment, and recreation industry.

Performance needs further development and supervision. Standard: 8 Participating in a Local Student Organization ME. S. SERE. 8 Students will participate in a local student organization. ME. O. SERE. 8. 1 sees the purposes and goals off local student organization. ME. O. SERE. 8. 2 discover the benefits and responsibilities of participation in a local student organization as an adult. ME. O. SERE. 8. 3 demonstrate leadership skills through participation in local student organization activities such as meetings, programs, and projects.

Performance Descriptors (ME. SERE. 8) participating in a local student organization. The student evaluates the purposes and goals of a local student organization; evaluates the benefits and responsibilities of participation in a local student organization as an adult; and models leadership skills wrought participation in local student organization activities such as meetings, programs, and projects. The student can independently solve problems and is self- standard in participating in a local student organization.

The student assesses the purposes and goals of a local student organization; discovers the benefits and responsibilities of participation in a local student organization as an adult; and demonstrates leadership skills through participation in local student organization activities such as meetings, programs, and projects. Application of knowledge and skills is thorough and effective and the student can work independently.

The student skills characterized by errors and/or omissions in participating in a local student organization. The student identifies the purposes and goals of a local student organization; explains the benefits and responsibilities of participation in a local student organization as an adult; and discusses leadership skills through participation in local student organization activities such as meetings, programs, and projects. Performance needs further development and supervision. Standard: 9 Literacy and Innumeracy ME.

S. SERE. 9 Students will demonstrate the literacy and innumeracy skills required to solve complex, ell-world problems associated with their career/technical content area and improve their thinking and reasoning skills. Objectives ME. O. SERE. 9. 1 utilize a variety of technical sources (e. G. , Internet, manuals, Journals, directions, reports, etc. ) to complete career/technical assignments and projects. ME. O. SERE. 9. 2 demonstrate writing skills required to complete career/technical assignments and projects.

ME. O. SERE. 9. 3 demonstrate accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects. ME. O. SERE. 9. 4 analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and projects. Performance Descriptors (ME. PDP. SERE. 9) literacy and innumeracy. The student chooses a variety of technical sources (e. G. , Internet, manuals, Journals, directions, reports, etc. To complete career/technical assignments and projects; performs writing skills required to complete career/ technical assignments and projects; communicates accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects; and evaluates tables, charts, graphs and multiple data sources to complete rarer/technical assignments and projects. The student can independently solve problems and is self-directed. The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in literacy and innumeracy.

The student utilizes a variety of technical sources (e. G. , Internet, manuals, Journals, directions, reports, etc. ) to complete career/technical assignments and projects; demonstrates writing skills required to complete career/technical assignments and projects; demonstrates accuracy in calculating and measuring graphical work required to complete career/ technical assignments and projects; and analyzes tables, charts, graphs and multiple data sources to complete career/technical assignments and projects.

Application of fundamental knowledge and skills characterized by errors and/or omissions in literacy and innumeracy. The student selects a variety of technical sources (e. G. , assignments and projects; reproduces writing skills required to complete career/ technical assignments and projects; illustrates accuracy in calculating and measuring replica work required to complete career/technical assignments and projects; and explains tables, charts, graphs and multiple data sources to complete career/ technical assignments and projects.