This concept of authentic practice is an area that complements the ideas and philosophies that I have imported from my experiences of managing sports services within industry. At present it is influencing current thinking and future plans for the development of the courses I deliver. However for students to access some of the environments in which they can participate, we may be remise to throw them in the deep end without first preparing them with basic skills and tools which they can generate early success, potentially a key element in keeping them motivated and engaged in the experience.
Coaching Summit
To ensure this success I have recently organised a small coaching summit for 50 sports management students. During this event my intention was to access technical courses that would complement the theoretical learning my students have engaged with over the first 15 weeks of the academic year and better prepare them for industry and volunteer placements which they have to complete during their degree programmes. The week was intensive in nature resulting in six hours delivery per day and up to six technical qualifications and three seminar sessions with industry professionals available to each student. The event was conducted at a large scale sport and leisure venue and tutorial areas within a University environment and involved internal and external tutors.
Overall the event was very successful with over two hundred qualifications being achieved in the five day event and a large number of the students fully engaging in and valuing the process. This reinforced the idea that engaging in meaningful interaction with persons in the sport management community can provide positive learning outcomes (Cyphert, 2006; Kenworthy-U’Ren & Peterson, 2005; Littlefield, 2006). During the week there were some key themes that will influence my practice in the future.
Reflections
Mixing year groups and students served to highlight the sometimes large differences in maturity with second and third year students generally ready to undertake these courses and interact with external providers. The event could take place sooner in the academic year for the older year groups. Generally first year undergraduates probably benefited from a delay before being exposed to external providers.
These differences in maturity have also reinforced the need to establish a core set of values and a professional culture and conduct within the normal University learning environments. This will potentially better prepare students to engage with potential employers and minimise the shock that some students experienced.
The summit corresponded with a prescribed industry week which may be out of sync with placement opportunities. Instead an immediate exposure to placements is needed to reinforce the learning and implement the practical skills gained.
I agree with the sentiments of Light & Dixon (2007) that service learning strategies within sport management education serves as a useful means through which we can make programs more meaningful and effective by closing the gap between abstracted knowledge typically developed in stagnant and artificial learning environments and the practices of the profession. However if we are to develop graduates who can meaningfully contribute to practice (Papamarcos, 2005) then we have to have a clear strategy with lecturers acting as guides and mentors in developing pupils into professionals.
References
Cyphert, D. (2006). Real clients, real management, real failure: The risks and rewards ofservice learning. Business Communication Quarterly, 69, 185-189.
Kenworthy-U’Ren, A., & Peterson, T. (2005). Service-learning and management education: Introducing the “WE CARE” approach. Academy of Management Learning and Education, 4, 272-277.
Light, R . and Dixon, M.A. (2007) Contemporary Developments in Sport Pedagogy and their Implications for Sport Management Education Sport Management Review, 2007, 10, 159–175
Littlefield, H. (2006). Service-learning in business communication: Real-world challenges develop real-world skills. Business Communication Quarterly, 69, 319-322.
Papamarcos, S. (2005). Giving traction to management theory: Today’s service-learning. Academy of Management Learning and Education, 4, 325-335.
