Live Tweet topics for 8 October 2013 that starts at 1230 (12:30 PM) Perth time.
The topics will all be listed below with relevant links, but the questions will remain secret until the live chat.
The rationale for this classroom assessment item is:
-To uncover whether the use of social media can be used to foster student engagement in university classroom settings
-To analyse whether a micro-blogging service could enhance:
-the co-creation of unit content,
-enable real-world examples to be brought into the classroom, and
-foster engagement with unit materials
SPM2122 has two textbooks that are used. They are:
Shilbury, D., Quick, S., & Westerbeek, H. (2009) Strategic sport marketing (3rd ed.). Sydney: Allen &
Smith, A. C. T. (2008). Introduction to Sport Marketing. Sydney: Elsevier. See:
All questions will come from unit (course) materials that were discussed in seminars from week 6 to week 10. Please review the relevant chapters from our reading list, which was:
Week 6 please read Chapters 5 and 9
Week 7 please read Chapter 11
Week 8 Please read Chapter 13
Week 9 please read Chapter 14
Week 10 please read Chapter 15 (also live tweet lecture)
Shilbury et al (2009) suggest that there are four levels of a product (core, facilitating, supporting, and augmented product), which help consumers to satisfy a need or want through consumption (for example, buying season tickets to one’s favourite team).
In our online lecture, we will discuss only supporting products that can add value to the core product and aid to differentiate it from competitors (i.e. membership benefits to season members, access to special events, discounted team merchandise, and many others).
You may be asked to discuss and/or give examples about:
- Supporting products that add value to products for people to do sport (i.e. running shoes, a basketball, etc. (these are only examples)
- Supporting products that add value for people who purchase season memberships to sport
Distinguished sport marketer Lawrence Wenner (1989) noted that “If the broadcasters [or sport marketers] have done their job well, the sports fan will be attentively viewing when a commercial message appears” (p. 15), which formed part of our discussion in week 7 on sport media and marketing. During our discussion on television, we discussed the ever-increasing avoidance of commercials (during ad breaks) through zapping, online streaming, and digital video recorders.
In our online lecture, we will discuss how contemporary media embed marketing messages into the coverage of sporting events to ensure that a sport fan is “attentively viewing” the marketing message when it appears on screen.
You may be asked to give examples about:
- New ways in which sports marketing message appear during game play of sporting events/matches
- Listing different ways in which you see marketing messages during sport events/games
In week 7, we discussed the construction of commercial media stories and stories needed to:
- Contain information to attact public interests
- Contain some newsworthiness, relationship or meaning to publics
- “Sell” stories to attract viewers or readers to make money.
Because, the commercial media’s main objective is to attract as large a market as possible to on-sell viewers to advertisers and sponsors in the form of ratings. In our discussion, we focused on how stories needed to connect to the viewer and we watched that clip from Seinfeld to illustrate this. The focus of our online discussion may be and you may be asked for examples of:
- How the broadcasts of sport matches contain many varied storylines to attract viewers
- How stories are personalised to enable consumers to connect with them