A “practical” theoretical model for teaching sport-event management

Abstract

Sport event management, which utilizes modern communication and information technologies, has become an interdisciplinary field. Metadiscrete experiential learning experiences provide increased learning acquisition, since students find themselves in real-world event-management settings. Using a conceptual event-management model to examine a sport event allows students to examine the event from many functional-area perspectives. Within a sport event many “projects” or facets (e.g., strategizing, planning, realizing, controlling) come together during an event. This article provides a model for teaching sport event management in a workable manner, blending theory and practice in order to increase student learning.