Timing is everything. There are ideal times for essentially in everything we do. Every day we face questions of timing, but we have limited guiding principles to answer those questions. There is a science behind ‘when we buy’ and the advance ticket sales market provides a ripe laboratory for research. Consumer’s deal with myriads of uncertainty finding the ideal time to book that vacation they have been long time waiting for. Prices change daily based on real time demand and the information asymmetry between buyers and sellers further complicates this problem for consumers as decisional agents. Given this emerging research opportunity, this dissertation conducts a series of experimental studies to examine the underlying process consumers undergo when booking and purchasing sporting event tickets. Study 1 begins exploring two key decisional factors (sellout risk and opportunity cost) consumers use to guide their temporal choice under uncertainty. A selective attention bias was elicited where sport fans and casual consumers placed subjective weighted values on these uncertainty cues. Study 2 further examines distinct biases in temporal choice due to emotion and motivation of consumers. The study found that consumers with higher involvement led to the belief to find better priced deal in the future which was mediated by their overconfidence. Lastly, Study 3 examines the boundary conditions and tests how the information frame and structure of the environment can further influence consumer’s booking and purchase decision. The empirical findings from the dissertation highlight the importance of consumer’s decisional biases in inter-temporal choice and provides theoretical and practical implications for both marketing and pricing research. Unlike normative assumptions of rationality, the studies find that there is no one size fit all optimal decision model on whether to wait or purchase. The optimization strategy of temporal choice ultimately lies within the interaction between the individual and how they cope with uncertainty cues in their surrounding purchase environment. / Tourism and Sport

Thesis (MBA)--Stellenbosch University, 2014. / In an environment characterised by dwindling resources and citizens’ expectations relentlessly increasing, public sector organisations face many challenges to improve service delivery. This is further exacerbated by the failing confidence and public trust that result from leaders not leading with values. Recent research has illustrated that the importance of good leadership across the public sector is critical for building effective countries. Additionally, research has also shown that public sector organisations embracing value-driven cultures are able to achieve far greater performance and overcome some of the current challenges in the environment. The purpose of this research study was therefore to gain insight into the relationship between value-based leadership and organisational performance. The study was conducted within the Western Cape Department of Cultural Affairs and Sport and considered the importance of values to senior managers, how value congruency was achieved and how this related to the achievement of organisational performance. A detailed study of the literature in the field of leadership, values and organisational performance has provided various researchers’ opinions on these subjects, namely how values affects organisation performance. Information was obtained from the various documents available within the broader public sector. The target population for this research included the Head of the Department of Cultural Affairs and Sport (DCAS) and his senior managers. The fourth chapter of this assignment discusses the results obtained from the primary data collected through the questionnaires sent to senior executives as well as the interviews conducted with the head of department (HOD) and senior managers of DCAS. The conclusions from the research results are discussed in Chapter 5. The findings of this study will contribute significantly to better inform public policy practitioners, departments and leadership on the role of value-based leadership and how it could greatly enhance performance within organisations. The study concluded that the senior managers of DCAS attribute great importance to values and could illustrate this through living these values. The research also revealed that leadership places great emphasis on implementing a detailed strategy to achieve value congruency within the organisation. Finally, the research concluded that DCAS is a value-based organisation and as a result infuses core values into all activities of employees, thereby resulting in the excellence they have achieved as a public sector organisation.

Made available in DSpace on 2016-12-01T19:11:31Z (GMT). No. of bitstreams: 1 114649.pdf: 1031946 bytes, checksum: 2c5213dab5642591454da1c591e6d1b2 (MD5) Previous issue date: 2013-12-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The sport management in Brazil has been the subject of studies that indicate the need to improve the skills of managers who work in the sport context, and physical education professionals are seen occupying management positions in sports organizations in the country. Based on this perspective, and grounded in a purely qualitative approach, this paper aims to analyze the performance of sports managers and the education, related to management, offered in courses of Physical Education. Interviews were conducted with ten managers of various sports organizations, and analyzed the disciplines related to management in the curricula of Bachelor of Physical Education of the State of Santa Catarina. The results showed that the training relates to the management presents heterogeneously in the courses investigated; that the set of disciplines and menus addressed converges, largely with the performance of sports managers, but there are points that can be improved. The administrative and sports knowledge have been identified as fundamental to the performance of managers and organization of sports events one of its main activities. We conclude that there is no correct or incorrect model for education in Physical Education, with regard to management, because the curricular structures should be aligned to the professional profile that you want to form in each course. Education institutions, however, should consider management as an important component of training, since this is a possibility for future intervention professional. / A gestão do esporte no Brasil tem sido objeto de estudos que indicam a necessidade de aprimorar a qualificação de gestores que atuam no contexto esportivo e profissionais de Educação Física são observados ocupando cargos de gestão em organizações esportivas no país. Baseando-se nesta perspectiva e calcada em uma abordagem qualitativa, esta dissertação teve como objetivo analisar a atuação de gestores esportivos e a formação, relacionada à gestão, oferecida em cursos de graduação em Educação Física. Foram realizadas entrevistas com dez gestores de variadas organizações esportivas e analisadas as disciplinas relacionadas à gestão nos currículos dos cursos de bacharelado em Educação Física do Estado de Santa Catarina, identificando-se categorias temáticas. Os resultados demonstraram que a formação relacionada à gestão apresenta-se de maneira heterogênea nos cursos investigados; que o conjunto de disciplinas e ementas abordadas converge, em grande parte, com a atuação de gestores esportivos, mas que existem pontos que podem ser aprimorados. Os saberes administrativos e esportivos foram identificados como fundamentais à atuação de gestores esportivos e a organização de eventos uma de suas principais atividades. Conclui-se que, embora, não exista um modelo correto ou incorreto para a formação em Educação Física, no tocante à gestão pois as estruturas curriculares devem estar alinhadas ao perfil profissional que cada curso deseja formar , as instituições de ensino devem considerar a gestão como um importante componente da formação, visto ser esta uma possibilidade de intervenção do futuro profissional da área.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-10-10T14:25:57Z No. of bitstreams: 1 Dissert Lucas Ribeiro Salles.pdf: 1657490 bytes, checksum: 1592cb3685ac8a5bfc74a81b6b9b7984 (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-10-16T11:45:38Z (GMT) No. of bitstreams: 1 Dissert Lucas Ribeiro Salles.pdf: 1657490 bytes, checksum: 1592cb3685ac8a5bfc74a81b6b9b7984 (MD5) / Made available in DSpace on 2017-10-16T11:45:38Z (GMT). No. of bitstreams: 1 Dissert Lucas Ribeiro Salles.pdf: 1657490 bytes, checksum: 1592cb3685ac8a5bfc74a81b6b9b7984 (MD5) Previous issue date: 2017-08-29 / Este trabalho visa investigar de que modo as políticas públicas para o esporte de alto rendimento podem alavancar o esporte como mecanismo social, verificando o que pensam articuladores de políticas públicas, atletas, gestores, no caso específico, da modalidade Vela. Este trabalho visa, ainda, verificar as divergências entre as ideias e pensamentos dos dois grupos de coalizão identificados na pesquisa: aqueles que apoiam o investimento do Governo Federal no esporte de base e aqueles que defendem o investimento do Governo Federal no esporte de alto rendimento. A pesquisa foi realizada com atores envolvidos na gestão da modalidade Vela, entre eles, gestores da Confederação, Clube Esportivo, atletas, representante do Ministério do Esporte, representante do Comitê Olímpico do Brasil e um jornalista com atuação no esporte. Nesse sentido, foi realizada uma pesquisa qualitativa, a partir de um roteiro semiestruturado, para buscar respostas às questões de objeto de estudo. Com a pesquisa foi verificado que há satisfação com o papel desempenhado pelo Ministério do Esporte, e percepções distintas sobre a aplicação de investimento do Governo Federal no esporte brasileiro. / This work aims to investigate how the public policies for high-performance sport can leverage sport as a social mechanism, verifying what public policy makers, athletes, and managers, in the specific case, think of the Sailing Sport. This work also seeks to verify the divergences of ideas and thoughts of the two coalition groups identified in the research, those who support Federal Government investment in base sports and those who defend the Federal Government 's investment in high- performance sports. The research was carried out with actors involved in the management of the Sailing sport, among them managers of the Confederation, Sports Club, Athletes, representative of the Sport Ministry, representative of the Olympic Committee of Brazil and a journalist who has experience with sport. A qualitative research was made, starting from a semi - structured script, in order to to find answers to the questions of object of the study. Alongside with the research, it was verified that there is satisfaction with the role played by the Sports Ministry, and different perceptions about the investment application of the Federal Government in the Brazilian sport.

This research report is a narrative on my encounter with sport psychology. I used the metaphors of “touring” and “journal” to guide the construction of this narrative. Before embarking on my tour with sport psychology, I introduced myself as researcher (chapter 2, journal entry I) and stated the research problem, question and goal(s)(chapter 3, journal entry II). I then went on a tour with sport psychology. I visited a sport psychology museum to learn more about the history of sport psychology (chapter 4, journal entry III) and a sport psychology library to learn more about the field of sport psychology (chapter 5, journal entry IV). I also attended a sport psychology conference to become better acquainted with postgraduate sport psychology training in Psychology Departments (chapter 6, journal entry V). I also visited a sport psychology department at a university in Australia, to witness the delivery of a postgraduate training programme in sport psychology (chapter 7, journal entry VI), as well as a sport centre in South Africa and a sport institute in Australia, to see how and the extent to which sport psychology was practised (chapter 8, journal entry VII). After my tour with sport psychology I took what I had learnt and adapted the MA (Counselling Psychology) programme at the University of Pretoria, South Africa. This led to the programme having three core modules and two elective modules. The core modules are fundamental psychology, counselling psychology and career psychology. The elective modules are: community psychology and sport psychology. The sport psychology module consists of the following courses: sport psychology, sport management, sport sociology and exercise psychology. The Professional Board of Psychology at the Health Professions Council of South Africa approved this module at the end of 2003 (chapter 9, journal entry VIII). Finally, I also looked at the influence of my experience with sport psychology on my identity as a psychologist (chapter 10, journal entry IX). / Thesis (PhD (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-17T15:50:43Z No. of bitstreams: 1 Alexandre Conttato Colagrai.pdf: 3075877 bytes, checksum: 9d911602fbfac7fc1e4725c0593ea6a7 (MD5) / Made available in DSpace on 2016-05-17T15:50:43Z (GMT). No. of bitstreams: 1 Alexandre Conttato Colagrai.pdf: 3075877 bytes, checksum: 9d911602fbfac7fc1e4725c0593ea6a7 (MD5) Previous issue date: 2015-12-17 / Sport is a social event and as such is articulated in networks, because society is a network. This study intended to analyze how emerge and evolve the organization network of sports nonprofit organizations that develop the sport according to sporting events established by Pelé Law, which are: educational sports, sports participation and high performance sport, and check if this network is a strategic resource for sports organization face difficulties in its operating environment. For such a qualitative survey was conducted. Interviews were conducted with two managers of each organization, in order to identify whether they recognize the network of your organization as it emerged and evolved, and this network is an important resource for the development of the organization. It was also applied a questionnaire to these managers, to obtain data on the relationships networking of organizations, seeking to understand with whom they relate, where the level of dependency of these organizations with respect to network organizations, and the frequency of monthly contacts between them. They were also carried out interviews with people participating in the activities offered by the sports organizations, in order to check if they recognize any organization's network. Studies have been conducted on the websites of organizations, and visits to local activities, seeking to understand how the presence of network organizations in these spaces. Interview data were analyzed using the Atlas IT software for better understanding and categorization of information and questionnaire data were entered into the VOSVIEWER software for the description of the network, allowing viewing it. The results show the sports organizations relating to network and these networks have emerged spontaneously and have a level of evolution of a self-organized network. This network is configured as a strategic resource for sports organizations face challenges in its operating environment. / O esporte é uma manifestação social e como tal articula-se em redes, pois a sociedade constitui uma rede. Este estudo pretendeu analisar como emergem e evoluem as redes interorganizacionais das organizações esportivas sem fins lucrativos, que desenvolvem o esporte de acordo com as manifestações esportivas estabelecidas pela Lei Pelé, que são: esporte educacional, esporte de participação e esporte de alto rendimento, e verificar se essa rede é um recurso estratégico para a organização esportiva enfrentar as dificuldades em seu ambiente de atuação. Para tanto foi realizada uma pesquisa qualitativa. Foram realizadas entrevistas com dois gestores de cada organização, com o objetivo de identificar se estes reconhecem a rede de sua organização, como ela emergiu e evoluiu, e se essa rede é um recurso importante para o desenvolvimento da organização. Também foi aplicado um questionário a esses gestores, para a obtenção de dados relativos aos relacionamentos em rede das organizações, buscando compreender com quem elas se relacionam, qual o nível de dependência dessas organizações com relação às organizações da rede, e a frequência de contatos mensais entre elas. Também foram realizadas entrevistas com pessoas participantes das atividades oferecidas pelas organizações esportivas, com o objetivo de verificar se elas reconhecem alguma organização da rede. Foram realizados estudos nos sites das organizações, e visita aos locais das atividades, buscando compreender como é a presença das organizações da rede nesses espaços. Os dados das entrevistas foram analisados por meio do software Atlas T.I. para uma melhor compreensão e categorização das informações, e os dados do questionário foram inseridos no software VOSVIEWER, para a descrição da rede, permitindo visualiza-la. Os resultados apresentam as organizações esportivas se relacionando em rede, sendo que estas redes emergiram de forma espontânea e possuem um nível de evolução de uma rede auto- organizada. Essa rede se configura como um recurso estratégico para as organizações esportivas enfrentarem dificuldades em seu ambiente de atuação.

In school sport the professionalisation of sport has reached the domain of school sport as a grassroots incubator for sporting talent and for providing positive experiences that might lead to lifelong engagement in physical activity. This has inevitably led to the development of specialised human resources required to manage school sport. In the South African context, despite the existence of a variety of sport management programmes, there is a need for continuously updated and adapted programmes to address the needs and demands of the market and workplace. To cope with the increased complexities surrounding school sport and the management thereof, a distinct body of knowledge and skills needs to be developed (Quatman & Chelladurai, 2008a:651) for the management of school sport. Concern over the lack of common knowledge, as well as a pertinent sport management programme for educator training to prepare educators for the diverse contemporary requirements and needs regarding the management of school sport, has resulted in current and prospective educators not necessarily meeting the needs or expectations of the industry in a diversity of South African schools to manage school sport. As a result there appears to be a gap between current sport management programmes‟ outcomes at Higher Education Institutions (HEIs)1 in South Africa and the expected competencies of school sport managers. A need thus exists to have a sport management programme in place for educator training in accordance with the diverse needs of South African schools. Based on the preceding, the problem of identifying the needs and competencies of school sport managers required for the sport management training of educators according to the diverse context of South African schools is seen as the central point in this study. In coherence with the problem statement and the stated research questions, the purpose of this research was to determine the needs and competencies of school sport managers in order to develop a sport management programme for educator training according to the diverse needs of schools in South Africa. In order to achieve this, based on the problem statement, it was necessary to: * Determine the context of school sport within the education system; * Describe and delineate the current role of the school sport manager within the education system; * To analyse international and national sport management training programmes as part of educator training; * Determine the needs and competencies required by educators to manage school sport effectively according to the diverse needs of South African schools; and * Develop a sport management training programme for school sport managers according to the diverse needs of South African schools. To be able to develop a sport management programme for educator training, it was necessary to develop a related instrument that was content and context specific. Contextual, descriptive and explorative qualitative research was undertaken by means of a semi-structured interview. After the sport management competencies and needs were identified, a questionnaire (quantitative research), based on the qualitative research and the literature study in Chapters Two, Three and Four was compiled as part of the mixed-methods research design. To make a sound judgement of content and context specific sport management programmes for educator training, an occupation analysis of the identified school sport management competencies and a needs analysis of specific needs required to manage school sport was undertaken by means of a structured questionnaire. Once the competencies and needs required to manage school sport were defined, programme development principles were applied to develop a sport management programme for educator training in accordance with the diverse needs of South African schools. Conclusions drawn from the above-mentioned research include that the school sport management environment is exceptionally varied, politicised and complex. Another conclusion was that competencies required by the school sport manager can be divided into core, functional and specialist competencies, indicating a range of competencies necessary to equip and enable the school sport manager to manage school sport successfully. This phenomenon cannot merely be ignored by HEIs2 when a content and context-specific market and needs-driven sport management programme for educator training in a diversity of South African schools is developed. It is therefore recommended that a school sport management programme be tailored to the content and context-specific needs of society and school sport managers. In the light of the preceding and a continuously changing education landscape in South Africa, it is necessary that the developed sport management programme and related guidelines for a sport management programme for initial educator training in accordance with the diverse needs of South African schools should continuously be supplemented and adapted in a dynamic school sport environment. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2014

In school sport the professionalisation of sport has reached the domain of school sport as a grassroots incubator for sporting talent and for providing positive experiences that might lead to lifelong engagement in physical activity. This has inevitably led to the development of specialised human resources required to manage school sport. In the South African context, despite the existence of a variety of sport management programmes, there is a need for continuously updated and adapted programmes to address the needs and demands of the market and workplace. To cope with the increased complexities surrounding school sport and the management thereof, a distinct body of knowledge and skills needs to be developed (Quatman & Chelladurai, 2008a:651) for the management of school sport. Concern over the lack of common knowledge, as well as a pertinent sport management programme for educator training to prepare educators for the diverse contemporary requirements and needs regarding the management of school sport, has resulted in current and prospective educators not necessarily meeting the needs or expectations of the industry in a diversity of South African schools to manage school sport. As a result there appears to be a gap between current sport management programmes‟ outcomes at Higher Education Institutions (HEIs)1 in South Africa and the expected competencies of school sport managers. A need thus exists to have a sport management programme in place for educator training in accordance with the diverse needs of South African schools. Based on the preceding, the problem of identifying the needs and competencies of school sport managers required for the sport management training of educators according to the diverse context of South African schools is seen as the central point in this study. In coherence with the problem statement and the stated research questions, the purpose of this research was to determine the needs and competencies of school sport managers in order to develop a sport management programme for educator training according to the diverse needs of schools in South Africa. In order to achieve this, based on the problem statement, it was necessary to: * Determine the context of school sport within the education system; * Describe and delineate the current role of the school sport manager within the education system; * To analyse international and national sport management training programmes as part of educator training; * Determine the needs and competencies required by educators to manage school sport effectively according to the diverse needs of South African schools; and * Develop a sport management training programme for school sport managers according to the diverse needs of South African schools. To be able to develop a sport management programme for educator training, it was necessary to develop a related instrument that was content and context specific. Contextual, descriptive and explorative qualitative research was undertaken by means of a semi-structured interview. After the sport management competencies and needs were identified, a questionnaire (quantitative research), based on the qualitative research and the literature study in Chapters Two, Three and Four was compiled as part of the mixed-methods research design. To make a sound judgement of content and context specific sport management programmes for educator training, an occupation analysis of the identified school sport management competencies and a needs analysis of specific needs required to manage school sport was undertaken by means of a structured questionnaire. Once the competencies and needs required to manage school sport were defined, programme development principles were applied to develop a sport management programme for educator training in accordance with the diverse needs of South African schools. Conclusions drawn from the above-mentioned research include that the school sport management environment is exceptionally varied, politicised and complex. Another conclusion was that competencies required by the school sport manager can be divided into core, functional and specialist competencies, indicating a range of competencies necessary to equip and enable the school sport manager to manage school sport successfully. This phenomenon cannot merely be ignored by HEIs2 when a content and context-specific market and needs-driven sport management programme for educator training in a diversity of South African schools is developed. It is therefore recommended that a school sport management programme be tailored to the content and context-specific needs of society and school sport managers. In the light of the preceding and a continuously changing education landscape in South Africa, it is necessary that the developed sport management programme and related guidelines for a sport management programme for initial educator training in accordance with the diverse needs of South African schools should continuously be supplemented and adapted in a dynamic school sport environment. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2014

Over the past decade, the number of individuals being diagnosed with Autism Spectrum Disorder has risen substantially. One byproduct of increased diagnosis is that more and more students with Autism Spectrum Disorder are applying and being accepted to colleges and universities (Graetz & Spampinato, 2008; Jones, 2012; Smith, 2007; Taylor, 2005; Zager, Alpern, McKeon, Maxam, & Mulvey, 2013; Longtin, 2013; Adreon & Durocher, 2007; Zager & Alpern, 2010). Research in the field of Autism and Higher Education is in its infancy, with a dearth of the research focusing on the challenges and struggles that degree-seeking students with ASD face within higher education. In an attempt to combat these challenges, many colleges and universities across the nation have begun to create post-secondary transition programs, but little is known from the perspective of the students participating in these programs (Adreon & Durocher, 2012). In this following study, Q Methodology was used to obtain information from 30 degree-seeking college students with Autism Spectrum Disorder on their best experiences within a higher education transition program.