Breaking a Sweat
Skill Set: Product Service Management
TOPIC OR UNIT OF STUDY
Product/Service Planning
CONTENT STANDARD(S) AND OBJECTIVE(S)
Students will
 determine the purpose of product planning.
 differentiate product mix, line, item, width, and depth.
 point out extended product features such as warranties and credit.
 research the functions of product packaging and labeling.
 differentiate the elements of branding.
 diagram the various stages of the product life cycle.
 research product legislation.
INTRODUCTION
You are working for a Sports and Entertainment Marketing company that has been asked to come up
with a new piece of sports equipment and/or apparel for teens. Your supervisor wants you to develop
your ideas using the steps for new product planning. You may want to create an entire product line or
just one item. Create a prototype of your product if possible, or draw your design. If it is not a new
concept, decide what will differentiate your product from others like it. Identify the product positions,
brand name, and packaging, including any warnings that should be part of the package design. Develop
a warranty for the product and note any other extended product features. Design a brand mark or trade
character to attract attention.
ESSENTIAL QUESTION
What are the major product development steps?
INTEGRATION OF ACADEMICS, TECHNOLOGY, ENTREPRENEURSHIP
 Entrepreneurship: students will be assuming the role of an Entertainment Marketing Company
employee.
 Academics and Technology: Students will be using Microsoft off ice programs to prepare
reports and a presentation. They will also be using the internet for research.
STUDENT INVOLVEMENT IN PLANNING PROCESS
Students will be given the scenario and guidelines for the reports and presentation. How they choose
to do their research will be up to them. They may design their reports and presentations as they wish
while following the guidelines.
TASK(S)
1. Research traditional and current trends in sports, such as extreme sports, to identify an
unfulfilled equipment or apparel need.
2. Conduct a small-scale marketing research study among your peers to test your concept.
3. Use your findings to make adjustments to your original plan.
4. Research the target market for this product, identifying characteristics and numbers in the
population who may buy such an item.
5. Research any laws that may pertain to the use of you product, as well as labeling laws.
6. Research other similar products or product lines to determine how best to position your new
product idea.
7. Research your competition to find out how you can differentiate your product.
8. Prepare a written report and a computer presentation for the client. Use the attached
outlines and rubrics as guidelines. Only the computer presentation will be shown to the client.
RESOURCES
 Flash drive
 Conduct research at library or on the internet.
 Word processing, spreadsheet and presentation software.
 Rubrics
 Trade publications
TECHNOLOGY USE
Students will be using computers for research, document preparation and presentations.
EVALUATION
Rubrics are provided for the evaluation of the written, oral, and computer presentations.
TIMELINE
Approximately 5 – 90 minute class periods will be allotted for research, preparation and presentations.
CONCLUSION
Discuss with students how federal and state laws affect design and promotion of new sports apparel or
sporting good equipment.
Written Report Outline
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Product Idea
o Concept and design
o Target market
o Features and benefits
o Brand name, brand mark, and/or trade character
Market and business analysis
o Sporting goods trends
o Market demand (number of potential customers in target market)
o Competition (market share enjoyed by each competitor)
o Product’s potential profitability (selling price, estimated cost, estimated sales)
o Product development program
Packaging, labeling, and extended product features.
o Package design
o Pertinent labeling laws
o Label design
o Warranty
Product position
o Relation to competition
o Differentiation
o Positioning methods
Distribution
o Identified retail markets
o Rationale for distribution method
Oral Presentation Rubric: PowerPoint Presentation
Teacher Name:
Student Name:
________________________________________
CATEGORY
Presentation Interest
1
Presentation does
not keep the
audiences interest.
3
Presentation is
interesting at times.
5
Presentation is
interesting and
engages the
audience throughout
its entirety.
Graphic illustrations
that are relevant to
each slide's topic
Few pictures if any
are used that are
relevant to the
presentation.
Some pictures of
interest are used.
A wide variety of
interesting pictures
are used to enhance
the presentation.
Very little text
All slides do not
meet the 7 X 7 rule.
Some slides do not
meet the 7 X 7 rule.
All slides meet the 7
X 7 rule.
Presentation errors
Presentation has 3 or
more errors.
Presentation has 1-2
errors.
Presentation has no
errors.
Enthusiasm, voice
quality & eye contact
Student could not be
heard and did not
make good eye
contact. Did not hold
audience attention.
Student showed
enthusiasm and
maintained eye
contact. Voice level
was acceptable.
Student did an
excellent job
presenting. Held
audience's attention.
Knowledge of market
and business analysis
for the proposed
product.
Student does not
show knowledge of
market and business
analysis for the
proposed product.
Student shows some
knowledge of market
and business analysis
for the proposed
product.
Ability to meet
customers needs
Presentation did not
meet the customer’s
needs.
Presentation
somewhat met the
customer’s needs.
Student shows
exceptional
knowledge of market
and business analysis
for the proposed
product.
The presentation
was well prepared
and fully met the
customer’s needs.
Research Report: Product Planning Report
Teacher Name:
Student Name:
________________________________________
CATEGORY
Organization
4
Information is very
organized with
well-constructed
paragraphs and
subheadings.
3
Information is
organized with
well-constructed
paragraphs.
2
Information is
organized, but
paragraphs are not
well-constructed.
1
The information
appears to be
disorganized. 8)
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
No grammatical,
spelling or
punctuation errors.
Information clearly
relates to the main
topic. It provides 12 supporting
details and/or
examples.
Almost no
grammatical,
spelling or
punctuation errors
Information clearly
relates to the main
topic. No details
and/or examples
are given.
Information has
little or nothing to
do with the main
topic.
Diagrams &
Illustrations
Diagrams and
illustrations are
neat, accurate and
add to the reader's
understanding of
the topic.
Diagrams and
illustrations are
accurate and add
to the reader's
understanding of
the topic.
Followed Outline
Student followed
outline completely.
Students followed
outline 75% of the
time.
Diagrams and
illustrations are
neat and accurate
and sometimes
add to the reader's
understanding of
the topic.
Student followed
the outline 50% of
the time.
Mechanics
A few grammatical Many grammatical,
spelling or
spelling, or
punctuation errors. punctuation errors.
Diagrams and
illustrations are
not accurate OR do
not add to the
reader's
understanding of
the topic.
Outline was not
used in preparing
report.