Live Tweet topics for 27 March 2012 that starts at 1230 (12:30 PM) Perth time. #SPM2122

Live Tweet topics for 27 March 2012 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 twofold:

1. To uncover whether the use of social media can be used to foster student engagement in university classroom settings

2. To analyse whether a micro-blogging service could enhance:

  1. -the co-creation of unit content,
  2. -enable real-world examples to be brought into the classroom, and
  3. -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 & Unwin.


Smith, A. C. T. (2008). Introduction to Sport Marketing. Sydney: Elsevier.


All questions will come from unit (course) materials that were discussed in seminars from week 1 to week 4. Please review the relevant chapters from our reading list, which was:

Week 1 please read Chapters 1 and 2 from the Shilbury et al text

Week 2 please read Chapters 1 & 2 from the Smith text

Week 3 please read Chapter 3 from the Shilbury et al text

Week 4 please read Chapter 4 from the Shilbury et al text

Topic 1:

Chapter 1 of the Shilbury et al. text outlines seven components of the marketing mix (the 7 Ps). The “seven component strategies of the marketing mix [are] composed of the traditional 4Ps of marketing plus the 3Ps of service—process, people and physical evidence (Shilbury et al., 2009, p. 6).

Please review these and be prepared to discuss and apply the 7 Ps to contemporary sport marketing examples.

Topic 2:
Smith (2008) discusses  nine unique characteristics of the competitive sport product. “Sport is business, but it is a special form of business. The key is to understand the special features of sport and their relevance to meeting the needs of sport consumers” (Smith, p. 21).

Smith describes the special features of sport and emphases how those factors make sport appealing to consumers, but would normally be considered unattractive in most products. These features are important for sport marketers to understand because of the need to balance the potential to dissatisfy sport consumers by overemphasising marketing and commercial gain, against the attraction of keeping the unique characteristics of sport alive for them.

In this topic’s discuss, we will outline how sport marketers can use the nine special features of sport in an attempt to foster emotion in the sporting exeperience.

Topic 3:

In week four, we discussed three ways in which sport organisations can collect data. These were: General market data, individual consumers data, and competitors and/or participants’ data.

General market data include all the information which relates to the broad environment in which the sport operates. Individual consumers data concerns their attitudes and behaviours related to a specific sport product or service. A third source of information for sporting organisations relates to competitors and their participants. It is critical that sporting organisations not only be aware of who their competitors are but also know the consumers of a rival’s products or services (adapted from Shilbury et al., 2009, p. 65).

In our discussion on this topic, we will tweet about the different methods that contemporary sport organisations use to collect data and use new media examples

Topic 4:

Smith (2008) suggests that “The idea of branding is closely linked with positioning. A brand is like an identifying badge, often reinforced by a name or a logo that helps consumers recognise a product or an organisation. A brand becomes linked with consumers’ opinions and perceptions of a sport product and organisation” (p. 115). In week 2, we discussed positioning strategies of various brands.

In the discussion of this topic, you will be asked to give examples of brand attributes “(aspects of the brand that are defining, unique and special to each organisation)” (Smith, p. 118) of several sporting teams. On page 118 of the Smith text, there is an interactive case that might help you in preparing for this topic.

From Social Networking to Professional Networking: (Re)introducing your Students to Twitter

This post is a copy/paste of an accepted 60-minute Professional Preparation and Teaching Sport Management abstract that will be presented at the 2013 NASSM conference in Austin, Texas, USA.



Heather A. Muir, Bowling Green State University 419-372-7230

Olan K. M. Scott, Edith Cowan University +61450764966

Naila Jinnah, Queen’s University 5149665510


From Social Networking to Professional Networking: (Re)introducing your Students to Twitter


Since the advent of the Internet and the proliferation of social media, consumers have been afforded new ways to communicate with businesses, celebrities, athletes, and other Internet users. Social media usage in the sports industry is an ever-growing field of research (Clavio & Kian, 2010; Hutchins, 2011; Hutchins & Mikosza, 2010; Pegoraro, 2010; Sanderson & Kassing, 2011). Twitter, in particular, has enabled interaction between fans and members of the sports industry as well as with sport organizations, athletes and other stakeholders such as sponsors and non-profit organizations (Hambrick, Simmons, Greenhalgh, & Greenwell, 2010).

Twitter can also be used as an educational and professional networking tool. Organized conversations on Twitter are an example of how social networking can help build digital bridges across geographic boundaries. These conversations are more commonly known as Twitter chats and are scheduled, virtual gatherings where people on Twitter discuss something of interest to them, using an established subject #hashtag to keep track of the conversation (Spinks, 2009). Though social networking relationships are created, fostered, and maintained in a virtual space, they can be just as “real” or genuine as offline relationships in their impact on the individual (Booth, 2010; Guimarães, 2005; Mackay, 2005). Therefore, the bonds that form between those who interact on Twitter chats may produce connections between people of various backgrounds and across networks that may otherwise not have been linked (“A world of connections”, 2010; Chao, Parker, & Fontana, 2011). For example, a sport management student who actively participates in sport industry chats such as #sbchat, #smsportschat, or #sportsprchat may impress top executives or academics, putting them in a prime position to then connect over future job opportunities.

Twitter chats are also increasingly being integrated into post-secondary teaching plans because they promote cooperative, collaborative, and long-term information retention (Angelo, 1993; Chao, Parker, & Fontana, 2011; Dobler, 2012; Millis, 2007; Parker & Chao, 2007). Studies show that today’s students benefit from a variety of pedagogical approaches that promote active learning (Bart 2011; Junco, Heibergert, & Locken, 2010). Those who are digital natives “prefer multi-tasking and non-linear access to information, they have a low tolerance for lectures and prefer active rather than passive learning, and they rely heavily on social media for social and professional interactions and accessing information” (McCarthy, 2010; as cited in Chao, Parker, & Fontana, 2011, p.324). As students are typically already familiar with Twitter and use it regularly, they recognize how effective this participatory tool can be for their education as well (Prensky, 2007; Weisgerber & Butler, 2010). Twitter integration in the classroom has also been shown to help students develop peer support, learning communities, and professional networks, as well as to increase student engagement and grades (Junco, Heibergert, & Loken, 2010; Retelny, Birnholtz, & Hancock, 2012; ScienceDaily, 2009).

The purpose of this workshop is to: 1) show educators how Twitter can be used as a pedagogical tool for post-secondary learning in sport management, and 2) provide a hands-on Twitter chat learning experience for educators and students who may be interested in participating in educational and/or industry chats. The workshop will take place in a Wi-Fi-enabled room (if available at the conference) and participants will be asked to bring a device through which they can access their Twitter account (cellphone, tablet, or laptop). The workshop will provide strategies for running a Twitter chat in the classroom. The format, grading, and gauging of students’ experiences will be discussed, and examples of best practices will be given based on feedback from professors, students, and industry professionals who currently use Twitter chats for educational and/or professional purposes. The session will conclude with a question and answer Twitter chat that will familiarize participants with the unique experience of tweeting with others who are in the same physical space.

Abstract Type: Teaching

Abstract Category: Professional Preparation, Teaching Sport Management

Status of Work: In-progress

Presentation Type: 60-minute workshop

October 8 Live Tweet topics starting at 2:45PM Perth time

Topic 1:

At the beginning of August, A-League club Sydney FC announced its new major sponsor: Webjet (See: and

Topic 2:

As discussed and defined in class, a brand is “a name, symbol or design, or a combination of these, intended to identify the goods or services of one seller or group of sellers and to differentiate them from those of competitors”

Recently, NRL player Greg Inglis has announced that he will create his own personal branded clothing line (in the line of Michael Jordan and/or Greg Norman).

We will discuss how the Inglis brand can help to position Inglis in the marketplace and which positioning tactics will be employed.

Topic 3:

In week 7, we discussed the proliferation of mainstream media and the hours that sport is on TV. Further, there was a short discussion on netcasting, which was characterised by: a potential to compete with television’s dominance in sport broadcasting and providing netcasts of past games can be another service to strengthen the interaction of customers with sport website.

Recently, the NBL announced that the league would retain their online rights and have made most (if not all) game available online through the NBL.TV service. See

We will discuss how the retention of Internet broadcasting rights by the NBL enables the league to increase advertising revenue streams through online broadcasts and enable fans to watch their favourite (or any) team via the Internet; thus increase fan engagement with the NBL.

Topic 4:

In week 8, we discussed the many reasons why organisations sponsor teams/events/athletes and it was found that “sponsorship is usually undertaken to encourage more favourable attitudes towards the sponsoring company or its products within a relevant target audience”

In recent event, A. Del Piero was signed by Sydney FC and then Destination NSW sponsored the team. We’ll talk about why Destination NSW would sponsor the team and how it relates to the Del Piero signing.

Live Tweet topics for 27 August 2012

Live Tweet topics for 27 August 2012 that starts at 1430 (2:30 PM) Perth time.

On 28 March 2012, I conducted a full lecture online using Twitter. It forms part of an assessment item for my first year unit Sport Marketing (unit code #SPM2122) in the Bachelor of Sport, Recreation, and Leisure. #SPM2122 is doing it again in semester two.

The topics will all be listed below with relevant links, but the questions will remain undisclosed until the live chat.


Topic 1:

The 2012 London Summer Olympic Games were touted to be the “social games.” However, the IOC enforced Rule 40 (see:, which prevented athletes, teams, coaches, and others from using social media to discuss non-Olympic sponsors and/or advertisers. See here for another perspective on social media and the Olympics


Topic 2:

On 14 August 2012, the AFL announced that Gilette became the league’s official sponsor of the trade week. Gilette currently sponsors the Grand Final sprint and has a history of sponsorship of the AFL (See:

Further, Carlton Draught currently sponsors the substitute player, who is called the Carlton Draught Sub (See: and


Topic 3:

At the beginning of August, A-League club Sydney FC announced its new major sponsor: Webjet (See: and and


Topic 4:

Nike has undergone considerable change in the way it markets itself and how it spends marketing dollars. Nike Digital Sport was lauched at the Nike headquarters in 2010, where devices and technologies are created that allow users to track their sporting prowess. Further, Nike Digital also aims to collect as much personal data on Nike users as it can (See:

In August 2012, adidas announced the creation of a social media shoe (See: and, which the company plans to mass produce in 2016.


Topic 5:

Nike has recently started to sponsor UFC fighters: Anderson Silva is sponsored by Nike Brasil (other fighters have national Nike sponsorships) and USA fighter Jon Jones has a global Nike deal, which is the first for Nike and UFC sponsorship. (See: and and



Exploring the use of Twitter in university classroom settings: The case of #SPM2122

This is a copy of the submitted abstract to the annual SMAANZ conference co-authored with Alicia Stanway from Edith Cowan University in Perth, Western Australia.

NB: The proposed presentation was accepted without changes on 13 August 2012

Abstract proposal: SMAANZ academic programme, 29-30 November 2012

Name: Olan Kees Martin Scott & Alicia Stanway

Institution: Edith Cowan University, Perth, Western Australia

Since 2008, Twitter has become increasingly popular for many industries to use to communicate promotional offers, company news, and as a public relations tool (Hambrick, 2010; Lowe & Laffey, 2011). Twitter is a micro blogging service where users can send messages, known as Tweets, of 140 characters or less. Twitter enables users to follow other users or companies, which makes content from the author automatically visible to one’s followers.

Several studies have found that the use of social media in a university setting can enable the instructor to develop a community of co-creators of unit (course) content (Retelny, Birnholtz, & Hancock, 2012), enable instructors to bring real-world examples into the unit (Lowe & Laffey, 2011), and foster enhanced engagement with a university unit materials (Junco, Heibergert, & Loken, 2010). This study sought to uncover how university lecturers can effectively utilise Twitter in a classroom setting and whether the use of Twitter leads to positive learning outcomes and enhanced engagement with unit materials.

To test whether the use of Twitter led to enhanced engagement with unit materials and positive learning outcomes, students anonymously completed a questionnaire that included items on whether respondents felt Twitter was an effective university assessment item, how often students had used the Twitter service during the semester, and whether students felt their engagement was enhanced through the use of Twitter. Participants were a purposeful sample of students enrolled in a third year sport marketing unit. The group consisted of primarily full-time (90.7%), domestic students (79.1%). The majority of participants had an existing social media account that they used at least once a month.

The relationship between Twitter as an effective learning resource and unit engagement was investigated using Pearson product-moment correlation coefficient. There was a strong positive correlation between the two variables (r = .70, p < .01), with high levels of unit engagement associated with higher levels of perception that Tweeting is an effective learning resource.

The current research suggests that Twitter can be used as an effective university assessment item. Further, relevant findings and their implications for university units will be presented at the conference in Sydney as well as suggestions on how to effectively use social media in a classroom setting to develop co-creators of content, use real-world examples, and foster increased engagement with unit materials.