engleski

Competencies of sport managers

First master degree programme in sport management was established in 1966 in Ohio University (Stier, 1993). The list has since than grown to almost 250 master programmes in USA, around 30 in Europe, 13 in Asia, 7 in Canada, 5 in Australia, and 1 in New Zeland, India and Africa (NASSM, 2019). According to Petry, Froberg and Madella (2006), sport management professions in Europe are educated in two main ways: “the first way is to get the basic education from “Sport Sciences” and then in the end of the studies specialize on more or less sport management related management, financing, economics etc. or special sport management subjects ; the second is to star with general management, economics, financing etc. and then specialize in the end on sport management or closely sport management related subjects.” (p. 173) Although some curricular guidelines to different sport management types of programmes can be found, the research of sport management master’s programs within the U.S. “indicate that there is not a common core of classes students take that provide uniformity among programs.” (Willet, Brown and Goldfine, 2017) which confirms (the need for) always present curricula adaptations (Braunstein-Minkove, DeLuca, 2015). In order to develop a curriculum, one should define the area (industry), occupations for that area, activities for each occupation as well as corresponding competencies, and finally learning outcomes (see Petry, Froberg, Madella, 2004, 2005, 2006). Competencies “cover a broad range of higher order skills and behaviours that represent the ability to cope with complex, unpredictable situations.” (Westera, 2001:80) It is a “proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development.” (Council of the European Union, 2017:14) A number of researchers addressed the issue of competencies of sport managers (Barcelona, Ross, 2004 ; DeSensi, Kelley, Beitel, 1990 ; Farner, Schüttoff, 2019 ; Horch, Schütte, 2003 ; Jamieson, 1987 ; Ko, Henry, Kao, 2011 ; Lambrecht, 1987 ; Petry, Froberg, Madella, 2004, 2005, 2006 ; Retar, Plevnik, Kolar, 2013 ; Škorić, 2008, 2009, 2018). Studies were conducted in different setting (private, public), included practitioners, academia and students, and covering a broad range of employment opportunities (in both recreational and competitive sport). Although competencies are context specific, majority of the research find communication and organising skills as the most important ones (DeSensi, Kelley, Beitel, 1990 ; Farner, Schüttoff, 2019 ; Horch, Schütte, 2003 ; Lambrecht, 1987 ; Petry, Froberg, Madella, 2004, 2006 ; Škorić, 2009, 2018) and recommend curriculum development to be broad and interdisciplinary.

sport managers ; skills ; competencies ; curriculum development

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