CONTENT/TEACHING OUTLINE
COMPETENCY:
5.00
Analyze consumer behavior in sports and entertainment
marketing.
OBJECTIVE:
5.01
Analyze factors that influence the consumer’s decisionmaking process.
A. Distinguish between spectator and participant consumers.
1. Spectator consumers observe an event for entertainment. Example: Friends
attend a Carolina Panther’s game.
2. Participant consumers are actually involved in an event. Example: Lee plays in
a community baseball league.
B. Understand factors that influence spectator and participant consumer’s decisionmaking process.
1. Intrinsic factors are personal reasons for attending an event. These factors
include:
a. Attitude or personal preference.
b. Perception of the event.
c. Spectator consumer example: Sue had a stressful week and needed a
diversion. She went with friends to a UNC-Wilmington basketball game.
d. Participant consumer example: John likes playing tennis because he enjoys
the game and can demonstrate his extraordinary skills.
2. Extrinsic factors are other influences on a person’s decision to attend an event.
These factors include:
a. People.
b. Situations.
c. Spectator consumer example: Mary’s grandparents are visiting from out of
town. They would like to see the new soccer complex in Greensboro, so she
takes them to a game.
d. Participant consumer example: Tom and Robin belong to the local country
club and share similar lifestyles with their neighbors. They play golf at the
club because they like being seen in public with their friends.
3. Occasional factors are rare or special reasons to attend an event. These factors
include:
a. Location.
b. Time of the event.
c. Weather.
d. Spectator consumer example: While visiting Myrtle Beach, Shannon chooses
to attend Carrot Top’s performance at the Alabama Theater.
e. Participant consumer example: Luke’s friend is in town and loves to play
racquetball. Luke does not play the sport but attempts to play anyway.
C. Understand levels of consumer motivation.
1. Uninformed.
a. Consumers are unaware of the product’s existence.
b. The promotional objective should be to inform the consumer.
2. Informed.
Sports and Entertainment Marketing II
Summer 2004
61
CONTENT/TEACHING OUTLINE
COMPETENCY:
5.00
Analyze consumer behavior in sports and entertainment
marketing.
OBJECTIVE:
5.01
Analyze factors that influence the consumer’s decisionmaking process.
a. Consumers become aware of the product’s existence.
b. The promotional objective should be to inform the consumer about features
and benefits of the product.
3. Preference.
a. Consumers identify with a particular product.
b. The promotional objective should be to create goodwill and differentiate the
product from others.
4. Action.
a. Consumers make a purchase.
b. The promotional objective is to reinforce the buying decision.
c. The desire to attend an event must be translated into the purchasing of
tickets.
Sports and Entertainment Marketing II
Summer 2004
62
CONTENT/TEACHING OUTLINE
COMPETENCY:
5.00
Analyze consumer behavior in sports and entertainment
marketing.
OBJECTIVE:
5.01
Analyze factors that influence the consumer’s decisionmaking process.
Teacher Resources
Activity 1
Choose a local entertainment event your students are familiar with and list as much
information about the event as you can on the board: when, where, who, cost, student’s
perception of the event and any reviews the students may have heard.
Divide the class into groups of three or four. Ask each group to examine either the
intrinsic, extrinsic or occasional factors that influence consumers attending events like
the one discussed.
The students should then develop a list of the factors that influence spectator
consumers and participant consumers. Have the students develop an advertisement
that speaks to the consumer influenced by the factors listed.
Activity 2
Divide the students into groups of three or four. Give each group a small stack of post-it
notes. Your students are to assume the role of marketing manager for the Carolina
Hurricanes and brainstorm at least four promotional activities to reach consumers at
each level of consumer motivation: uninformed, informed, preference and action. The
students do not need to classify their ideas, and should put each idea on an individual
post-it.
Ask the teams to trade their post-its with another group. Across the board write
“uninformed, informed, preference and action” and have the teams classify the ideas
they now have on each post-it.
Ask one person from each team to place their post-its under the correct heading. As a
class, go over each individual idea and determine whether it is properly classified, and if
not, discuss where the idea should be placed.
Sports and Entertainment Marketing II
Summer 2004
63
CONTENT/TEACHING OUTLINE
COMPETENCY:
5.00
Analyze consumer behavior in sports and entertainment
marketing.
OBJECTIVE:
5.01
Analyze factors that influence the consumer’s decisionmaking process.
Activity 3
Give the students the following scenario:
Attendance at your high school’s sporting events has dropped considerably over the
past three years. The athletic director at your school has come to your marketing class
asking for your expertise in developing a plan to increase attendance at games or other
events.
First, determine what information you need to gather to develop a plan to offer the
greatest potential for success. Some information you need may include:
 Whether or not the individual attends the events at your school?
 If so, is there a specific reason why they attend?
 If not, what would make them more willing to attend?
 Of those that do attend the events, is there a group of responders that
only attend “special” events, such as homecoming, senior night, the local
rivalry games?
 What is the best way to reach the target audience with promotional
messages?
Next, create a questionnaire with a minimum of 15 questions that you can use to gather
the information you need in order to develop your plan for the athletic director.
Activity 4
Divide the class into four groups and ask each group to develop at least four
promotional ideas that would appeal to one of the levels of consumer motivation:
1. Uninformed.
2. Informed.
3. Preference.
4. Action.
Ask the students to include as much detail as possible and a rationale for each idea.
Then have each group share its ideas with the rest of the class.
Sports and Entertainment Marketing II
Summer 2004
64
CONTENT/TEACHING OUTLINE
COMPETENCY:
5.00
Analyze consumer behavior in sports and entertainment
marketing.
OBJECTIVE:
5.01
Analyze factors that influence the consumer’s decisionmaking process.
Activity 5
Have students interview three males and three females about the benefits they seek
when participating in sports.
Have them answer the following questions after their research:
 What conclusions can you draw regarding motivation?
 Are there gender differences in the benefits sought?
Then, have the students locate two websites for the same sport; one for women and
one for men. They should analyze the sites and make notes of differences, if any, in
how these sites market to spectators of the sport.
After conducting research, students should develop an analysis of the findings. Have
them present this analysis in a written paper, a poster, a power point presentation or
other creative medium approved by the teacher.
Other Resources
5.01 PowerPoint Presentation
Please see the Local Performance Opportunities section on pages 8-9 of this guide. If
you are using the CD, this document is located in the folder titled “Local Performance
Opportunities.”
Sports and Entertainment Marketing II
Summer 2004
65