SMGT 404
Each Case Study assignment is designed to help the student make application of course content to a real world situation. Read the assigned case study and connect the key issues in the case to assigned readings and presentations. Respond to the questions with direct, thorough responses.
Each case study assignment should include the following:
• Title Page in APA format
• Introduction to the case summarizing the situation
• Questions converted to sub-headings – responses to each question
• Strong conclusion that summarizes the ideas
• APA Style Reference page (as needed)
Submit each Case Study by 11:59 p.m. (ET) on Monday of the assigned module/week, except for Case Study 7, which is due by 11:59 p.m. (ET) on Friday of Module/Week 8.
Kent Lampert Case Study
One year ago Kent Lampert achieved his primary professional goal. At age 42, he was named athletic director of the third largest university in his state, StateUniversity. It was quite an accomplishment, considering that his background in athletics was modest and the university has had a history of hiring well-known high-profile former athletes to lead its athletic program.
As a child, Kent dreamed of playing professional sports, particularly basketball or golf. Ever since he could remember, sports were a big part of his life ,and he never doubted that he would someday be involved in the management of a sport organization. After high school, Kent attended a small private university where he earned a bachelor’s degree in business administration. While in college, Kent played on the basketball and golf teams, lettering in golf during his last two years. Upon graduation, Kent worked as a salesman for a small golf manufacturing company. He traveled to golf pro shops and sport stores throughout the midwest, promoting and selling the company’s golf equipment.
After seven years of golf equipment sales, Kent decided to go back to school at a local university to purse an MBA with an emphasis in marketing. While earning his MBA, Kent got involved with the intercollegiate athletic office by providing extra help for event management. In addition, he worked with the sport marketing department, using his skills in marketing the golf and soccer teams. When he earned his MBA, the university’s athletic director, recognizing Kent’s leadership traits, offered him a position as an assistant director of athletics to oversee minor sports. Kent enjoyed his new job, and coaches liked his leadership style. He worked with each coach and let the coaches participate in the marketing strategies for their particular sports. The coaches respected Kent’s marketing expertise and sought his advice regarding their operations. Word spread quickly of Kent’s success as an assistant athletic director, and it was apparent to many people that Kent had promise to be a good athletic director.
At the end of Kent’s fifth year as assistant athletic director, he received a phone call from StateUniversity asking if he was interested in interviewing for their position of athletic director. Kent was surprised yet honored by the call. After all, StateUniversity had a reputation of hiring former athletes, often alumni of the university. StateUniversity explained that they needed some new blood—fresh thoughts and ideas to improve their entire athletic program. Kent agreed to an interview; shortly afterwards he was offered and accepted the position of athletic director.
Kent had reached his goal of becoming an athletic director. Shortly after taking the reins, Kent learned that about 90 percent of the athletic administrators in the athletic department differed from him in one basic way: They had been promoted to their current positions within the organization. In fact, many had never worked for another university’s athletic department. This information was significant with regard to the dismissal of his predecessor, for he too had worked his way up through the university system, and his dismissal was opposed by most of the administrative staff.
Kent speculated that there would be some resentment toward him as an “outsider.” He was comforted, however, by the knowledge that the entire athletic board supported his appointment. Kent decided that he first had to convince the administrative staff that he could provide leadership. He prepared an official statement outlining his position on key issues. Included were the following points:
• His administration is focused on the future. He is not interested in the ways things were done in the past or in previous relationships or allegiances.
• He expects the administrative staff and coaches to function as a team, in order to accomplish department goals.
• The first goal of his administration is to review all of the programs from top to bottom and to come up with a strategic plan to improve all programs.
Before distributing the statement to all of the administrative staff and coaches, Kent had his associate and assistant athletic directors read it. As a group, they thought Kent was making a big mistake. They warned, “The rest of the administrative staff and coaches are not going to like your approach. That is not the way things have been done around here in the past. Coaches are used to reviewing their own programs and not receiving mandates from the athletic director.” Kent decided to send out the statement anyway.
1. Based on Kent’s progression through his career, how do you think his experiences might have shaped his leadership style?
2. What leadership traits does Kent have which might make him successful as an athletic director? What leadership traits might Kent need to improve in order to be successful in his new position as athletic director?
3. Using the various leadership models presented in Chapter 11, analyze Kent’s leadership style. What changes in style would you recommend to him that might result in acceptance of his official position statement?
4. According to Fiedler’s views on leadership, how might the university change the situation to make it more favorable to Kent? Do you think Kent can be successful in his new role as athletic director, assuming no major changes are made?
5. Which types of power does Kent have in his new role as athletic director? Which types of power would be most beneficial for anyone accepting the role of athletic director?
6. If you could find the “perfect” athletic director for StateUniversity, what leadership traits, characteristics, and style(s) would this type of person have?
7. Go online and find websites for three university intercollegiate athletic departments. After reviewing these sites, can you determine the type of leadership style of the athletic directors? Do there appear to be any visible trends in what makes a particular athletic director and department successful or not in terms of leadership traits, behaviors, and so forth?

Risk Management and Agency Law This week, the assignment is for you to be a litt

Risk Management and Agency Law
This week, the assignment is for you to be a little creative and apply some of the legal concepts from our readings to two fact patterns.
Fact Pattern#1
Imagine you are the attorney (or advisor) for the owner of the golf court in the fact pattern below. Your assigning attorney hands you two documents dealing with risk management in sports and then asks you to provide your client with advice on which of the following courses of action used in risk management described in your text (Retention, Treatment, Transfer, and Avoidance) is best suited to the following scenario:
A golf course is owned and maintained by Little Jimmy, who is a long-time resident of Birmingham, Alabama and is concerned about its liability but wants to keep the beauty of his golf course as a paramount feature. However, over the past ten years, Birmingham, Alabama has experienced a tremendous amount of growth. Thousands of new residents have moved into town and traffic around the course is becoming denser. The course has 6 of its 18 holes either adjacent or adjacent and “perpendicular” to the streets with less than 100 yards from the middle of the fairway to the street.
Lately the club has received complaints about cars, and potentially people, being hit by errant shots. The course had been on notice of some shots leaving the erected nets along the areas most likely for shots to go out of bounds. However as equipment has changed, more balls are getting hit over the nets. Moreover, the increase in traffic and cars is escalating the numbers of accidents per year. Additionally, several customers have complained about the barrier nets. According to some customer complaints, the barrier nets are not very attractive.
What is the best risk management action to take and why? Please remember to conduct research and list your references.
Below are the two documents that your assigning attorney handed you while assigning this client matter to you:
Sport Safety and Risk Management for Coaches
Fact Pattern #2
Assume you are a young and aspiring attorney. One day, a young fellow named James Varney enters your office looking for legal advice. James Varney is 21 years old and recently graduated from college. James states that he would like advice on how to become a sports agent and the basics of agency law. He asked you how he can become a sports agent and what are the different types of agency. Because James Varney seems like an eager, but clueless fellow, please write up a short paragraph or two on how he should proceed with his career and the possible pitfalls of agency law.

Turnitin® enabledThis assignment will be submitted to Turnitin®. Instructions Br

Turnitin® enabledThis assignment will be submitted to Turnitin®.
Brief the case University of Texas at Arlington v. Williams, 459 S.W. 3d 48 (Tex. 2015), which is attached as “Williamscase.docx”
Please use the approved case brief format that includes the following parts: (1) Facts, (2) Procedural History, (3) Issues Statements, (4) Holdings, (5) Reasoning, and (6) Decision.
Case briefs are used to highlight the key information contained within a case for use within the legal community as court cases can be quite lengthy.
When writing case briefs, all information must be properly cited. Make sure you are not copying and pasting from your source. Most of the material should be paraphrased; quotations should make up no more than 10% of the brief. Note: since the purpose to is highlight and summarize key information, merely copying and pasting from the case does not accomplish this goal. You must summarize the facts in your own words, using quotations sparingly.
Please take a look at the three handouts that I have attached here. One handout outlines how to brief a case with a detailed explanation of each part of the case brief. Another handout outlines how I will grade these case briefs. The third handout provides an example of a properly done case brief. If you would like to read the case briefed in the model case, you can find it at Delanhanty v. Hickley, 564 A.2d 758 (D.C. 1989).
Legal case names should be done in standard “Blue Book” format. For example: York v. Smith, 65 U.S. 294 (1995). For further information see Cornell University Law School Website and look under the “How to Cite” section. Bluebook citation information is also found in the course materials and announcement sections of the class.
Your brief should be 2 pages in length and in the approved format.
Remember that if you need any help with this case brief that I am here to help.
ModelCasebriefDelahanty _1_.pdf (69.51 KB)
howtobrief.pdf (167.21 KB)
williamscase.docx (51.65 KB)
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Please develop a 2 to 4 page submission on the following: List and briefly descr

Please develop a 2 to 4 page submission on the following:
List and briefly describe the main areas of event planning.
Describe an event SWOT Analysis.
Describe the value of a mission statement and outcomes.
Create a table of desired outcomes and goals.
You assignment should include a minimum of three (3) scholarly sources, and be formatted according to APA guidelines.
I would like to do in event planning for a coed softball tournament

In 2000 words, analyse the capacity building strategy of a sport organisation in

In 2000 words, analyse the capacity building strategy of a sport organisation in the post-Covid19 world and the role of culture in this process.
Students need to choose a sport development organization such as a National Governing Body of sport (NGB). It is also possible to study other suitable organizations including London Sport or StreetGames. You need to examine the impact of Covid19 on the capacity of the organization, and on sport clubs’ development and participation in particular. You also need to examine the annual reports of your chosen organization for the past two years (2019-2021) to understand how their capacity has been affected by the pandemic. NGBs’ annual reports are available on their websites. As well, you must analyse Sport England’s support for NGBs and the sport sector in general to identify measures that will help build specific capacities subject to your analysis (see the documents available at these links –; (see also the background SaveOurSport petition at
Please pay attention that in your analysis you need to relate organizational culture to capacity building as an essential element of it. Based on your findings and relevant literature, you will write an individual report of 2000 words.
Introduction (5%)
One or two paragraphs that provide an overview of the key issues being addressed and outline the aims of your report. You need to choose a sport to focus on.
Part A (40%):
• Conceptualise organizational capacity and its significance for the success of sport organisations. Note that creating a strong organisational culture is an essential part of organisational capacity.
• Summarise the impact of Covid19 on clubs’ development and participation in your chosen sport.
• Outline Sport England’s approach to support sports development organizations and its implications for building their capacities and a culture of resistance.
Part B (40%):
• Provide context and outline the sports development aims of your organization with particular emphasis on clubs’ development and sport participation; Use data from Active Lives Survey ( and other sources available on BBL and elsewhere.
• Examine at least two areas of organizational capacity building needed to advance the sport development aims of your organization and explain how they will support the achievement of those aims.
• Discuss how organizational culture can help build capacity in different areas.
Conclusion (5%)
One or two paragraphs that synthesise the key points from your report. You might, restate the ideas introduced in the introduction or main text. Reinforce your main points and make forward thinking suggestions or comments.
Presentation (10%)
The report should reflect an appropriate style presentation (APA 6th edition) including spelling, referencing, format, and grammar.
Please refer to the reading lists published through the library system and accessible through Blackboard Learn. Further reading will be recommended during lectures.

Design an off-season (6 months) training program for the following high school b

Design an off-season (6 months) training program for the following high school baseball player, who was informed by college scouts that his skills are above average, but he needs to “lean out”, decrease his 30-yard sprint time by .2 seconds, and increase his vertical jump by one-inch to improve his chances of playing at the Division-1 level.
17-year old male Varsity baseball player
Starting Shortstop
5’9” 175 lbs., 20% bodyfat
Your interview, PAR-Q and Health History Questionnaire reveal that he has had multiple hamstring injuries throughout his high school career. Aside from his desire to ‘lean out’, decrease his sprint time, and increase his vertical jump, he would also like to be more flexible, improve his first-step quickness, improve his throwing strength, and hit with more power. The athlete is capable of training Monday through Friday, and has minimal experience with weightlifting and performance training.
Provide details for the types of exercises, durations, sets, repetitions, rest intervals, etc. A coach must be able to utilize this program without having to contact you for clarification or additional explanation. Provide rationale for your recommendations within the program. For each month of the 6-month training program, please provide a ONE WEEK example of the program. Your program must include a proper daily warm-up, strength training program, plyometrics, and cardio-respiratory fitness training.
You will also provide rationale for the overall program design, and how it will effectively assist the athlete in achieving his goals, and preparing him for the upcoming season, and ultimately to increase his chances of playing for a Division 1 baseball program.
Additionally, you must provide all the aspects of your athlete’s programming to include:
Assessments performed, and the results
Proper warm-up for each training day, including the specific exercises/movements (an explanation regarding how to perform the exercises/movements is not necessary)
Programming specifics such as sets, repetitions, intensity, and the intended progressions across the 6-month program
Exercises selected (an explanation regarding how to perform the exercises/movements