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| Category | Assignment | Subject | Marketing |
|---|---|---|---|
| University | Leeds Beckett University (LBU) | Module Title | Introduction to Sport Marketing |
| Academic Year | 2025/26 |
|---|
The aim of this module is to introduce the students to an understanding of the key concepts, theories and principles of Sport Marketing. Some of the key concepts of the module include exploring the unique nature of Sport Marketing in the wider macro environment. In addition, the Sport Marketing mix will be applied to the sport industry, methods of integrating and applying the Sport Marketing mix in Sport Business will be explored, alongside the management and generation of monetisation opportunities for relevant sport entities.
Indicative Module Content and Learning Activities:
The indicative learning activities students will undertake are:
Semester 1
|
Week Commencing Date |
Lecture |
Seminar |
Activity to be completed BEFORE your seminar. |
Directed study and additional resources |
|
22/09/25 |
Introduction to Sport Marketing |
Q&A on the module and assessment. Team- building challenge to form assessment groups. |
Read: A Conceptual Framework for Retro Marketing in Sport |
Podcast: Sports Marketing Machine Podcast |
|
29/09/25 |
The Unique Features of Sport Marketing |
Small group discussion: Which current trends are impacting sport marketing (e.g., esports, social media, athlete branding)? |
YouTube: Top 5 Sport Marketing Campaigns of All Time – Case studies of successful campaigns. |
Shank, M & Lyberger, M (2014) Sports Marketing: A strategic Perspective. Routledge. |
|
06/10/25 |
The Sport Marketing Environment |
Exercise: Create an environmental analysis for a chosen sport organisation. |
YouTube: PESTLE Analysis Explained |
Kriemadis, T, Terzoudis, C (2007) Strategic Marketing Planning in the Sport Sector. Sport Management International Journal. |
|
13/10/25 |
Sport Market Segmentation |
Group work: Begin identifying target market for assessment brand. Apply segmentation framework. |
YouTube: Geographic Segmentation |
VORÁČEK, J; ČÁSLAVOVÁ, E; ŠÍMA, J (2015) Segmentation in Sports Services, A Typology of Fitness Customers. Charles University, Prague. |
|
20/10/25 |
Perceptual Map, Positioning Statement |
Workshop: Create perceptual map and positioning statement for assessment brand. Peer review and feedback. |
READ: Lee, J, Won, J and Farr, D, G. (2020) Sport Brand Positioning Strategies and Position Congruity on Financial Performance. Sport Marketing Quarterly. |
Complete Market Research Activity. |
|
27/10/25 |
Enrichment Week – Recap Lecture Online |
No Seminars this week Submit your positioning statement and perceptual map for formative feedback Friday 31st October. |
Submit your positioning statement and perceptual map for formative feedback Friday 31st October. |
Submit your positioning statement and perceptual map for formative feedback Friday 31st October. |
|
03/11/25 |
Sports Products |
Apply product models to assessment organisation; discuss product strategy in groups. |
YouTube: A Deep Dive into the 7Ps of Marketing |
Shank, M & Lyberger, M (2014) Sports Marketing: A strategic Perspective. Routledge. Read pages 21- 31 |
|
10/11/25 |
Sports Promotion |
Analyse promotional strategies for a chosen sport brand; propose one innovative campaign. |
YouTube: A Deep Dive into the 7Ps of Marketing |
Please see directed activity on MyBeckett. |
|
17/11/25 |
Sport Pricing & Place |
Exercise: Design a distribution network and pricing strategy for a sport product/service. |
Oasis Ticket Sales – Dynamic Pricing Kemper, C and Breuer, C (2016) How Efficient is Dynamic Pricing for Sport Events? Designing a Dynamic Pricing Model for Bayern Munich. International Journal of Sports Finance. |
Please see directed activity on MyBeckett. |
|
24/11/25 |
Final 3 Ps |
Group workshop: Apply 7Ps to assessment brand. Incorporate feedback from enrichment week. |
YouTube: A Deep Dive into the 7Ps of Marketing |
Constantinides, E. (2006) The Marketing Mix Revisited: Towards the 21st Century Marketing. Journal of Marketing Management. |
|
01/12/25 |
Assessment Tutorials & Top Tips Lecture |
Group assessment tutorials. Please book in with your seminar tutor. |
Produce a first draft of your entire presentation to submit for your slot. You must have utilised the formative feedback from enrichment week. |
Please see directed activity on MyBeckett. |
|
08/12/25 |
Assessment |
Assessments will take place this week. |
Assessments will take place this week. |
Assessments will take place this week. |
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Assessment Method: |
Group Presentation 100% |
Re-assessment Method: |
Group Presentation 100% |
|
Word Count |
20min 3000-word equivalent |
Word Count |
20min 3000-word equivalent |
|
Assessment Date and Time: |
W/C 8/12/25 |
Re-assessment Date and Time: |
W/C 16/03/26 |
|
Feedback Method: |
Online feedback to be provided using the marking grid scheme sent via email to the students. |
Feedback Method: |
Online feedback to be provided using the marking grid scheme sent via email to the students. |
|
Feedback Date: |
W/C 19/01/26 |
|
W/C 13/04/26 |
|
Learning Outcomes Assessed: |
1/2/3/4 |
|
1/2/3/4 |
Students must produce a 20 min 3000 word equivalent ‘verbal’ power point or other creative means with a maximum of 5 students per group. Students are able to choose their own group members. Students are offered both a formative assessment opportunity and guidance on presentation skills.
This module requires you to submit your work online.
You MUST submit your work through MyBeckett using the link set up by the tutor. Receipt of your work will be recorded.
Your "Turnitin assignments" in MyBeckett are set up so that you can check your assignment as you submit it. This checking is done by creating a "Similarity Report". If this report shows that there are some problems with your work, such as un-cited quotations, you should be able to make corrections and re-submit the work again before the due date. More information about Turnitin is available online here: It Support MyBeckett Turnitin
Please note: Tutors will follow up any suspected breach of academic integrity found after the submission date as per University policy. Late penalties will apply as per University Regulations, section 3.12 LBU Public Information Academic regulations
What should you do if you need extra time?
To support all students during assessment periods, the following flexibility measures are in place: For practical assessments, live presentations, and timed online exams:
We understand at times, circumstances may affect your ability to submit, and there are ways to request extra time:
|
Circumstance |
Submission Window |
Penalty |
Notes |
|
Self-certifiable illness, learning disability, or other extenuating circumstance |
Up to 5 working days late |
+ No penalty |
Your Academic Advisor may follow up with you |
|
Declared disability or Reasonable Adjustment Plan |
Up to 10 working days late |
+ No penalty |
No need to submit mitigation or extension request if you have a RAP or have declared a disability to the University |
|
Authorised additional extension |
Up to 10 working days late |
+ No penalty |
Extension must be requested with evidence and approved via MyHub |
|
No declared condition or approved extension |
Beyond 5 working days |
⬛✓ Late penalty applies |
You should submit a mitigation application with appropriate evidence if needed |
Comprehensive Marketing Audit for a Selected SPORTING Organisation. In groups of 5, you will conduct a marketing audit for a sporting organisation of your choice. Each week, during your seminar session you will work together with your group to complete the presentation based on the topic for that week.
Instructions to Students
Please read carefully the assessment and grade/marking descriptors overleaf:
|
Course Title(s): |
BA (Hons) Sports Marketing (BASPM) and BA (Hons) Sport Business Management (BHSBM) |
|
Module Title: |
Introduction to Sport Marketing |
|
Assessment Title: |
Sports Marketing Audit |
|
Level: |
4 |
|
Weighting: |
100% |
|
Criteria and Weighting |
100-86 |
85-70 |
69-60 |
59-50 |
49-40 |
39-30 |
29-15 |
14-0 |
|
Academic Referencing (10%) References are provided and correctly follow the Leeds the student’s work. A complete reference list or the work. |
Outstanding citation and referencing of data that was clear throughout the whole presentation, consistent with the Harvard style. Strong academic and credible reference list was provided in support of the work. |
Excellent citation and referencing of data that was not generated by presenter, consistent with the Harvard style. Excellent and credible academic reference list was provided in support of the work. |
Very good citation and referencing of data that was not generated by presenter, consistent with the Harvard style. Very good list of credible academic references. |
Good citation and referencing of data that was not Good list of credible academic resources listed as part of the reference list |
Adequate citation and referencing of data that was not generated by presenter, consistent with the Harvard style. |
Limited citation and referencing of data that was not generated by presenter, consistent with the Harvard style. |
Inadequate citation and referencing of data that was not generated by presenter, not consistent with the Harvard style. |
Very poor citation and referencing of data that was not generated None of the secondary resources was of academic in nature. |
|
Knowledge, understanding and application |
Outstanding: Demonstrates a detailed, accurate, and systematic understanding of theory. Theoretical knowledge is appropriately selected, impressively integrated, and consistently applied throughout the assignment. |
Excellent: Shows a strong and accurate understanding of theory. Relevant theoretical knowledge is well integrated and applied consistently. |
Very Good: Demonstrates a clear understanding of theory. Theoretical knowledge is generally well applied and mostly integrated into the assignment. |
Good: Shows a basic understanding of theory. Relevant theory is applied in parts of the assignment but may lack full integration or consistency. |
Adequate: Demonstrates some understanding of theory. Application is limited and integration into the assignment is inconsistent. |
Limited: Shows minimal theoretical understanding. Theory is poorly applied and only partially linked to the assignment task. |
Inadequate: Demonstrates very weak understanding of theory. |
Very Poor: Shows no understanding of theory. Theoretical knowledge is absent or entirely irrelevant to the assignment. |
|
Structure and coherence – Well developed ideas (20%) |
Outstanding: The presentation demonstrates an exceptional ability to structure and deliver complex information using highly effective communication skills. It is logical, coherent, and progressively presented, with an outstanding summary that clearly outlines the main points. |
Excellent: The presentation shows a strong ability to structure and convey information clearly. It is well- organised, coherent, and includes a very clear summary of the main points. |
Very Good: The presentation effectively communicates information in a logical and coherent way. Most points are well summarised and presented clearly. |
Good: The presentation communicates information clearly, with a generally logical structure. Key points are summarised adequately. |
Adequate: The presentation conveys information, though the structure may be inconsistent. Some main points are summarised, but clarity is limited. |
Limited: The presentation shows limited ability to structure or communicate information. The main points are poorly summarised and lack coherence. |
Inadequate: The presentation is poorly structured, lacks clarity, and fails to summarise key points effectively. |
Very Poor: The presentation is incoherent, disorganised, and provides little or no summary of the main points. |
|
Professional manner and style of communication (15%) |
Outstanding: Communication is exceptionally effective, fully appropriate to the level of study, task, audience, and discipline. |
Excellent: Communication is clear, effective, and appropriate for the level, task, and audience. |
Very Good: Communication is generally clear and appropriate, with minor lapses in effectiveness. |
Good: Communication is adequate and mostly appropriate, though sometimes |
Adequate: Communication is limited; clarity or appropriateness is inconsistent. unclear or inconsistent. |
Limited: Communication is poor, often unclear, and rarely suited to the task or audience. |
Inadequate: Communication is very weak, with significant issues in clarity and appropriateness. |
Very Poor: Communication is ineffective, confusing, or completely inappropriate for the task,audience, or discipline. |
|
Group Interaction & Engagement (15%) |
Outstanding: Shows exceptional awareness of group dynamics and responds effectively to others. Demonstrates excellent networking skills, manages conflict well, and actively promotes relationships that support the group’s needs. |
Excellent: Shows strong awareness of group interactions. Uses networking skills effectively, addresses conflicts, and generally promotes positive group relationships. |
Very Good: Demonstrates good awareness of group dynamics. Responds appropriately to others, manages minor conflicts, and contributes to group relationships. |
Good: Shows some awareness of group interactions. Occasionally addresses conflicts and contributes to group relationships. |
Adequate: Demonstrates limited awareness of |
Limited: Shows minimal understanding of group interactions. Struggles to respond to others, manage conflicts, or support the group. |
Inadequate: Demonstrates very weak awareness of group dynamics. Fails to address conflict and does not support the group. |
Very Poor: Shows no awareness of group dynamics |
|
Use of technology / visual aid – including grammatically correct, spelling and |
Outstanding: The presentation is exceptional, showing creativity in applying the topic. Visual aids are used very effectively, formal language is consistently appropriate, and spelling, grammar, and structure are flawless. Referencing is accurate with no errors. |
Excellent: The presentation is clear and well- structured, with effective visual aids and mostly accurate formal language. Minor spelling, grammar, or referencing issues may occur, but overall very strong. |
Very Good: The presentation is well-organised and mostly clear. Visual aids are used appropriately, language is generally formal, and minor errors in spelling or referencing are present. |
Good: The presentation is adequate and understandable. Some visual aids are used, language is occasionally informal, and errors in spelling, grammar, or referencing occur. |
Adequate: The presentation communicates the topic but lacks creativity or clarity. Visual aids are limited, language |
Limited: The presentation is poorly structured or unclear. Visual aids are minimal or ineffective, language is inappropriate at times, and frequent |
Inadequate: The presentation is disorganised, difficult to follow, and shows little use of visual aids. Language is mostly inappropriate, with many errors in spelling, grammar, or referencing. |
Very Poor: The presentation is incoherent, |
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