Sport Development Manager: 542977

Question:

1) Introduction
This brochure focuses on giving a detailed information about softball sport. Softball
remains a vivacious of baseball that it is played with bigger ball on smaller pitch. Three different
types of this sport are slow-pitch softball, fast-pitch and modified softball. This brochure will
give an explanation of the meaning of ‘sport for all’, present a detailed explanation of softball,
the contribution of softball to ‘sport for all’, a discussion of sport development relevant to
softball, discussion of sport equity relevant to softball and give a brief conclusion about softball
and its connection to the concept of ‘sport for all’.
2) Meaning of ‘Sport for All’
Sports are all forms of competition for physical activity which are either unplanned or
planned input, aim to use or improve the physical ability while at the same time, it helps to
provide enjoyment to the participants. The sport usually is the contest or a game between two
sides with each attempting to exceed the other. ‘Sport for all’ refers to the shriving for educating
everyone including people on welfares that are related to sports partaking (Chan, 2012). It goes
outside hitting suggested degree of physical activities. Involvement in sport may sustain the
social alongside personal growth and health all over life. It focuses on highlighting an essential
issue of ‘sport for all’ by inspiring individual of every gender, age, levels of ability as well as
backgrounds to partake in sport.
3) Softball Explanation
Softball remains a vivacious of baseball that it is played with bigger ball on smaller pitch.
Three different types of this sport are slow-pitch softball, fast-pitch and modified softball. The
SPORT DEVELOPMENT MANAGER 3
soft-pitch is playable using a ball measuring eleven or twelve inches in perimeter based on
league and age. The ball has to arch on the path to batter. The sport consist of ten players on the
pitch during the game. Fast-pitch has a fast pitch with nine players in the pitch per time. The
players are allowed to steal and bunt. Modified softball limits the pitcher’s windmill windup.
However, the pitcher is free to throw as hard as one can with limited back swing.
The rules of softball differ slightly from baseball’s rules. Two key variations are that
here, the ball has to be underhand pitched from forty-six feet or fourteen meters for males and
forty-three feet or 13.1 meters for females whereas baseball has underhand pitching at 60.5 feet
or 18.4 meters. The other difference is that softball has 7 innings unlike 9 to establish a
regulation game. Unlike its name, the ball is never very soft. The ball is around twelve inches in
perimeter or eleven/twelve inches for slow-pitch. This is three inches larger compared to a
baseball.
The recreational league for softball for kids usually utilize an eleven-inch ball. There is a
smaller infield compared to high school or adult baseball diamond. However, it is similar to the
one utilized by Little League Baseball with individual base being sixty feet from the subsequent
one unlike 90 feet in baseball. The whole infield in fast-pitch is sand, while the baseball’s infield
is grass with an exception at the bases that are sandy.
4) Contribution of Softball to ‘Sport for All’?
Softball is enjoyable by individuals of all abilities and ages globally. A modified softball
resembled baseball and is playable in parks, schools as well as competition field in the entire
fields in Australia. It provides for come and play opportunities as well as membership per local
SPORT DEVELOPMENT MANAGER 4
programs. Both coaching and development opportunities have been provided via local softball
clubs as well as governing bodies including ASA, ISA, ISF, NSA and USSA.
These bodies give certification that the bat is acceptable for play in a particular league
and tournament which are sanctioned by association. Over twenty governing bodies exist that
can be recognized easily to support ‘sport for all’. It is offers several competition opportunities
for players of all abilities encompassing school competition, and diverse competition as well as
social grades at local clubs.
It is played via bat, ball and glove. The competition needs a particular field that has bases
as well as boundaries. It has modified equipment such as foam bats, tees and balls for young,
new as well as developing players hence supporting ‘sport for all’. One does need to be a player
to get engaged. It provides opportunity to contribute as a coach, volunteer, team manager,
administrator, and official of sport and as enthusiastic fan.
5) Relevant Sports Development
According to the sports event, some of the crucial roles include developing, coordinating,
implementing, monitoring, as well as evaluating. These are being done under a comprehensive
sports development model which provides a pathway for athletes, coaches, and executives as
well as sports superintendents in backing of softball strategic course of BCS. These are the main
obligation of this stance with the aim of developing pathways to participate in softball (Fronske,
2015).
6) Relevant Sports Equity
SPORT DEVELOPMENT MANAGER 5
Softball investment is all about the impartiality in sport, parity of access, acknowledging
the disparities and captivating the correct measures to speak to them. It entails the altering both
cultural along with structural frameworks to make sure that it converts to being correspondingly
reachable to everybody in the community. The rights, dignity, as well as worth of every
individual is respected besides treating everybody alike within the setting of their respective
sport irrespective of ability, age gender as well as economic status (Fronske, 2015). It is
committed to ensuring that everyone has the right of enjoying playing in a setting that has no
threat of bullying, pestering, and exploitation.
Conclusion
It is only in the softball sport game that has got the opportunity to provide a ‘sport for
all’ in that all the disable are being provided with the modernized devices which then enables
them to have chance to play the sport in a more comfortable way (Lee, 2012). On the same note,
it is only in softball where each person’s rights are being looked into without discrimination thus
making it to be a ‘sport for all’.
SPORT DEVELOPMENT MANAGER 6
References
Chan, C. M., & Rossmann, J. S. (2012). softball shuttlecock aerodynamics: synthesizing
experiment and theory. Sports Engineering, 15(2), 61-71.
Fronske, H. A. (2015). Teaching cues for sport skills for secondary school students. Pearson.
Lee, J. H., & Yoo, W. G. (2012). Treatment of chronic Achilles tendon pain by Kinesio taping in
an amateur softball player. Physical Therapy in Sport, 13(2), 115-119

Answer:

Assignment 1

The brochure provides you with an opportunity to explore the notion of ‘Sport for All’ in relation to a particular sport. As a potential Sport Manager you must have an understanding of what the fundamental concept of ‘Sport for All’ means (with its dual focus upon having pathways of talent development AND opportunities for all regardless of gender, age, ability and ethnicity), and realise its importance to contemporary sport organisations. The idea in this assessment task is that you will apply theory to practice to consolidate your learning of how a particular sport actually caters to all sport participants.

Learning outcome

Completing this assignment will help you achieve the following learning outcome:

• Critically examine the extent to which contemporary sport organisations adopt a Sport for All approach.

Assignment Instructions

Task:

Congratulations, you are the newly appointed Sport Development Manager of a State Sport Association (like Bowls ACT)! Your first task in this position is to produce a new brochure to illustrate the extent to which your sport caters for ‘Sport for All’. The idea is that this brochure will then be used to inform current and potential participants in the sport of what opportunities are available to them.

In completing this task you MUST consider the following points:  

1. Your choice of sports is limited to the following list. You must choose ONE of these eight sports in which you will take up your position of Sport Development Manager:
2. Baseball
3. Badminton
4. Ice Hockey
5. Squash
6. Lawn Bowls
7. Table Tennis
8. Softball
9. Water Polo

Note: If an ACT body does not exist, you are fine to use the SSA of NSW

1. In answering the question “To what extent does [sport] cater for ‘Sport for All’?” you MUST include ALL of these elements:

2.1 Introduction to your brochure

• Provide an introduction to potential readers of the brochure that sets out what you are going to do, how you are going to do it and the argument you are going to make

2.2 What does ‘Sport for All’ mean?

• Define and discuss the concept of ‘Sport for All’
• The quality of this discussion (see marksheet) will be guided by the extent to which you are able to discuss the key concept and provide references to academic sources.

2.3 Explanation of your Sport

• Include a very brief history of some of the key moments in the sport (such as establishment of organisations; participation in the Olympic Games; significant rule changes, etc.). You could consider placing the key dates and events in a table.
• Include a very brief description of the sport and its purpose
• Name and briefly discuss the key sport organisations at a local, State, National and International level that facilitate people’s participation in your sport. You may wish to include a Sport for All agency matrix which depicts these sport organisations
• The quality of this discussion (see marksheet) will be guided by the extent to which you are able to discuss these key points in relation to your sport using contemporary (and/or academic) research sources

2.4 How does your Sport contribute to ‘Sport for All’?

• The quality of this discussion of sport development and sport equity (see marksheet) will be guided by the extent to which you are able to discuss these two key concepts and provide references to academic and contemporary research sources

2.4.1 Discussion of Sport Development relevant to your Sport

• Points to consider in your discussion include: Format of competitions and contributions to sport development; Most prestigious competitions at different levels; Sport Development programs (i.e. ACTSPORT/NSWIS or AIS Sport Program)

2.4.2 Discussion of Sport Equity relevant to your Sport

• Points to consider in your discussion include: Format of competitions and contributions to sport equity; Sport equity initiatives to increase participation by different social groups (men, women, children, juniors, youth, people with disabilities, older adults, different ethnicities)

2.5 Conclusion to your brochure

• Provide a strong conclusion to your brochure where you leave an impression in the reader’s mind about the extent to which your sport caters for ‘Sport for All’

2.6 Reference List (MUST BE INCLUDED ON YOUR BROCHURE – can be on its own page)

• A reference list must be included as a component in your brochure
• The reference list must include all the sources (end-text references) you used to compile the brochure and that are referred to throughout the brochure (in-text references)

2. The brochure is to be presented according to the following instructions:

• The brochure should be presented as four (4) A4 sides of information [no more AND no less] (I.e. two (2) A4 sheets front and back) – Remember that your reference list can be a 5^th
  • It is your decision on how you design your brochure. You may find it easier to use a designated software package such as Publisher to create it (the Newsletter template might be an appropriate format), or you may prefer to use Word or PowerPoint
• There is no designated word count, but you must address all components listed above in 2.1 to 2.6 and it must be 4 x A4 pages in length.
• In order to complete this assessment satisfactorily it will be necessary to collect far more information than you can actually put in the brochure. Remember, one of the purposes of 9372 is to help you develop a broad understanding of the concept of ‘Sport for All’. Also, as a student and Sport Manager you have to make choices. The best way to make the choices for your brochure is to think from the perspective of the person reading it – the brochure must be succinct and information rich.
  • As noted above, a reference list must be included as a component on the last page of your brochure. The reference list must include all the sources (end-text references) you used to compile the brochure and that are referred to throughout the brochure (in-text references). You should make your brochure visually appealing and readable so consider the following in producing it:
    • Colour scheme, layout, fonts, titles and subtitles
    • Readability – use of everyday words, correct spelling and grammar, short sentences, use of your own words, minimal use of direct quotations – any student found to have information ‘cut and paste’ from any source will be penalised accordingly
    • Proof read your work before submitting your brochure, as marks will be deducted for spelling and grammatical errors.
    • Photographs and Logos – students are allowed to use photographs and logos downloaded from the Internet as long as they are not breaching copyright regulations, but no more than 3 downloaded photographs or logos can be used in the brochure. Where possible, students are encouraged to take their own photographs
    • Use of appropriately labelled figures (matrices) and tables. Please note that all graphics must be accompanied by some text drawing attention to its main features
  • Students must keep a copy of all submitted assignments. If an assignment goes astray, the onus is on students to demonstrate that they have done the work.

3. What information sources can I use to inform my brochure?
   • It is expected that you will source both academic textbooks and articles, as well as contemporary sources such as the Internet, newspaper articles and, perhaps, general books about sport
   • The quality of your discussion (see marksheet for this assignment) of the key components of this assignment will be reflected in the types of information sources that you use and the way you use them.

Academic Sources:

• As a minimum you are expected to reference at least five academic sources (websites do not count). Yes, your textbook should be this initial source of information (Chapter 8 is a good start), but the following texts will also be of assistance to you:

Byl, J. (2006). Organizing successful tournaments. Champaign, IL: Human Kinetics.

Eady, J. (1993). Practical sports development. Harlow, Essex: Longman Group.

Hylton, K. & Totten, M. (2001). Developing ‘Sport for All?’ Addressing inequality in sport. In K. Hylton, P. Bramham, D. Jackson & M. Nesti (Eds.).  Sports development: Policy, process and practice.  London, UK: Routledge. pp. 37-65.

Thoma, J.E., & Chalip, L. (1996). Sport governance in the global community. Morgantown: Fitness Information Technology. pp. 148-157.

• TIP: If you wish to achieve above a pass grade then evidence of academic research beyond the textbook and Internet websites is required

Contemporary Sources:

• You should visit the Internet website of a Local club (most likely in the local area that you live in ACT), the State Sport Association (most likely in ACT), National Sport Organisation and International Federation governing your sport. To assist you find the correct National Sport Organisation for your sport (and links to other key organisations) visit the Australian Sports Commission Sports Directory: http://www.ausport.gov.au/about/australian_sport_directory

• Other websites of interest may include, but are not limited to:

        Department of Sport and Recreation ACT: http://www.economicdevelopment.act.gov.au/sport_and_recreation

        Australian Sports Commission: http://www.ausport.gov.au/

        Australian Institute of Sport: http://www.ais.org.au/

        New South Wales Institute of Sport: http://www.nswis.com.au/

        Australian Olympic Committee: http://www.olympics.com.au/

        Australian Paralympic Committee: www.paralympic.org.au/

        International Olympic Committee: http://www.olympic.org/uk/index_uk.asp

        School Sport ACT: http://www.schoolsportact.asn.au/

• Please note that if you use information from a website in your brochure then you must reference it correctly in-text and end-text.
• To in-text reference it you must acknowledge the author (or organisation) and the year of publication OR year of access of the website:

   e.g. (Australian Sports Commission, 2005) – if the information had a publication year of 2005

   e.g. (International Olympic Committee, 2007) – if the info. had NO publication year, but you accessed it in 2007

• To end-text reference you need the author (or organisation), the title of the website page where you found the information, the date of access of the website and the website address, such as:

   Australian Sports Commission. (2005). Australian sports directory. Retrieved February 28, 2007, from http://www.ausport.gov.au/sportdirectory/ascstatus.asp

   International Olympic Committee. (2007). Sports on the Olympic programme. Retrieved March 5, 2007, from http://www.olympic.org/uk/sports/index_uk.asp

• You could also have a look at your local, State and national newspapers to see if there are any articles which discuss what sport organisations are currently involved in by way of sport competitions or programs, speak to someone in the industry who is involved in managing the sport and/or see if there are any general books written about your sport
• TIP: Students should avoid random searches of the Internet as the non-academic sources that are found often produce little marks relative to time and effort

4. What information sources I am banned from using in my brochure?
   • As a student at University and a potential Sport Manager you need to be discerning about the sources of information that you use to inform yourself and others about a particular topic. In this assignment students are NOT to use the Wikipedia (http://en.wikipedia.org/wiki/Main_Page) website – “the free encyclopaedia that anyone can edit”. The quality of information provided on this site is not of a discernible nature and use of this site in your assignment will be reflected by a reduced mark in the relevant assessment criteria which focus upon quality
   • If in doubt about the quality of a source, ask your tutor/lecturer. Poor quality sources will hinder your ability to score well.
   • Further, you are limited to using a maximum of four webpages/websites (excluding ebooks and electronic journal articles)
   • Students should avoid citing their lecture notes and other unit materials as reference sources in assignments. These sources of information should certainly be used as inspiration for the content of assignments, but the ability to research beyond information that is simply provided in class needs to be clearly demonstrated
   • Students are NOT to use more than 3 downloaded photographs or LOGOS from the Internet, and must only use those which do not breach copyright legislation. Feel free to take your own pictures.
   • Students should avoid using clipart images on their brochure
   • Students should also avoid ‘quoting’ substantial amounts of information from other sources. Within the content of the brochure there should be NO MORE than 100 words as direct quotations
5. How will my brochure be assessed?
   • In University assignments students are assessed on their ability to demonstrate knowledge [provide physical evidence] of particular concepts [in this case, the concept is that of ‘Sport for All’ in contemporary sport organisations]. It is important to highlight that there is a difference between quantity and quality. An assignment might meet the designated word or page count, may contain a certain degree of logic, and may be well written, however, if the assignment does not indicate that the student has researched, studied, understands and can apply sport management concepts then the assignment will not receive a high mark. Hence, the importance of having quality [academic and contemporary] references cited in all assignments.
   • This assignment is worth 30% of the overall mark for 9372 and will be assessed using the marksheet on Moodle. Students should take time to read through this marksheet carefully to see where the marks will be allocated. A missing component or lack of referencing, for example, will result in a mark of 0 for that area.