In sport management, we’re always talking about adaptability. The ability to think on your feet, engage diverse teams, and find solutions in real time is essential. That’s why I started to rethink the typical presentation format I was using in class. While there’s a time and place for presentations, I wanted something that better reflected the collaborative, fast-paced nature of the sport industry—something that felt more relevant to what my students would encounter outside the classroom.
This year, for their third and final assessment, I made the shift to interactive workshops for third year students. It wasn’t without its challenges—especially with the mix of in-person and online students, some of whom were studying remotely while living overseas. It’s been a learning curve, and I’ve picked up a few tips (and some things I wish I’d done differently) along the way.
Why Interactive Workshops Matter
In sport management, professionals aren’t sitting in boardrooms delivering solo presentations every day. They’re constantly working with teams, managing unexpected problems, and thinking on their feet. Interactive workshops mimic that environment. They encourage collaboration, debate, and hands-on problem-solving, which feels far more aligned with what students will face in the real world.
For this assessment, students were asked to develop a 30 minute interactive session for a stakeholder group of their choice—whether it was coaches, athletes, boards, volunteers, or fans—with a focus on diversity and inclusion within a sport they selected. The goal was for students to design activities that would engage their chosen stakeholders, demonstrating both their knowledge of the topic and their ability to facilitate an interactive learning environment. They were required to deliver it live in our workshop, using their peers as their chosen stakeholders.
What Worked Well
Diverse and Bold Topics: One of the most exciting things from the flexibility of this assessment was the range of topics students chose to explore. Across 30-something groups, we saw very little repetition of sports or issues. From encouraging mature-aged women into cycling to tackling complex topics like neurodiversity in niche sports, students showed they were willing to step outside their comfort zones. The variety of sports and the intersectional approaches they explored demonstrated their creativity and eagerness to engage with real-world challenges.
Creativity in Delivery The creativity students brought to their workshop delivery was impressive. Many incorporated props, physical demonstrations, and engaging activities to help explain their points. For example, some students brought in equipment to mirror real-world challenges or created interactive games using cutouts and props. This approach made their workshops more dynamic, engaging their peers in hands-on learning experiences rather than passive listening. The effort students put into planning and preparing these activities was clear, and it brought a new level of energy to the classroom.
Peer Feedback I was particularly proud of the peer feedback process. Students were tasked with reviewing each other’s workshops, and the feedback they provided was detailed and constructive. They showed a clear understanding of what makes an interactive workshop effective, often commenting on what worked well and what could be improved. This reflective process demonstrated their ability to critically assess facilitation skills and workshop design, key competencies in the sport management industry. Each review they completed counted towards a 'participation' point towards their overall grade.
Sustained Engagement A major concern was ensuring that students remained engaged throughout the assessment period. By encouraging participation across all workshops, not just the one they presented, I managed to maintain a consistent level of engagement. I was concerned that if students only showed up for their presentation in the first week, they’d check out by the fourth week. However, the peer interaction and points for interactivity helped keep everyone involved right up until the final session, which is always challenging in long-term projects.
What Didn’t Work Well
Over-Reliance on Phones A significant issue was students’ reliance on phones during presentations. Many read directly from their screens, which affected their delivery and engagement with the audience. It became clear that some students were uncomfortable with public speaking and used their phones as a safety net. This detracted from the interactive element, as it limited their ability to respond naturally to their audience and focus on facilitation rather than just presenting information.
Time Constraints in Larger Classes Time management became a challenge, especially in larger classes where we had four 30-minute workshops in a single session. By the time the last group presented, there was noticeable fatigue both from the presenters and the audience. This led to reduced engagement during the final presentations, with the audience feeling burnt out from the earlier sessions. It was hard to keep the energy and participation high by the fourth presentation of the day, and this imbalance between the larger and smaller groups became evident.
Overuse of Kahoot! While Kahoot! can be a great engagement tool, it was overused by many groups. Students often leaned on lengthy quizzes that didn’t always serve a meaningful purpose within their workshop. This sometimes became a default rather than a thoughtfully integrated element. In future, I would provide clearer guidance (or limit the use) on when and how to use interactive tools like Kahoot! to ensure they add value rather than becoming a repetitive engagement tool.
Challenges with Less Interactive Workshops Some groups struggled to make their workshops truly interactive. They leaned too heavily on presenting information without encouraging enough audience participation. This made it difficult for their peers to engage with the content, especially when the activities lacked energy or structure. The groups that weren’t as interactive often saw less enthusiastic participation, which ultimately affected the overall effectiveness of their workshops.
What I’d Do Differently
More Structured Public Speaking Practice I’d dedicate more time earlier in the trimester to practice public speaking. Low-pressure practice sessions where students present to smaller groups would help build confidence, especially for those who are less comfortable in front of larger audiences. This would encourage students to focus on facilitating rather than relying on reading off their phones.
Better Guidance on Interactive Tools While some students used tools like Kahoot! effectively, others relied on them too much. I’d offer clearer guidance on when and how to use these tools, ensuring they are used purposefully and not just as a default engagement tactic. Providing examples of well-executed interactive tools could help students integrate them more meaningfully into their workshops.
Wildcards for Real-Life Challenges One idea I’d love to implement in future workshops is the introduction of wildcards—unexpected, real-world challenges that disrupt the presentation. For example, just before a group begins their workshop, they could learn that their stakeholders have just had a funding cut, or that a key stakeholder opposes their inclusion strategy. This would simulate the unpredictable nature of the sport industry and push students to think on their feet and adapt their workshops in real time.
Provide More Examples Throughout the trimester, I’d offer more examples of effective interactive workshops. These examples would give students a clearer understanding of how to structure and deliver their own workshops, helping to ensure that all sessions are engaging and interactive. I’d also consider bringing in guest speakers—industry professionals who have experience engaging different stakeholders. They could share their strategies for handling various groups in sport, offering students insight into real-world challenges and how to navigate them effectively.
How Interactive Workshops Can Work in Other Sport Courses
This model of interactive workshops isn’t limited to sport development or diversity and inclusion. It could easily be adapted across other sport management courses. For example:
Sport Marketing: Students could design workshops as part of a marketing pitch, where they focus on understanding consumer needs and gaining buy-in for an event or campaign.
Intro to Sport Management: Students could develop workshops aimed at governance discussions, presenting ideas to boards or fan groups on policy or organisational change.
Sustainability in Event Management: Students could design workshops focused on teaching stakeholders about sustainability practices, helping them understand how to implement eco-friendly strategies in their sport organisations.
Overall Tips If You Want to Give It a Go!
Keep it Flexible Offer alternatives for students who can’t attend live workshops, like detailed workshop plans or recorded pitches. This ensures all students have a chance to demonstrate their facilitation skills.
Make It Relevant Link workshop activities to real-world challenges that students are likely to face in sport management. Whether it’s consumer engagement, governance, or sustainability, these experiences help students apply their knowledge in practical scenarios.
Public Speaking Practice Dedicate time for students to practice public speaking and facilitation in a low-pressure environment. This helps build confidence before the main workshops.
Thoughtful Use of Interactive Tools: Ensure tools like Kahoot! are used with purpose, rather than as a default. Guide students to think about how technology can enhance interactivity meaningfully.
Wildcards for Advanced Students: Introduce real-world challenges into the workshops to test students' ability to adapt under pressure, just like they would in the sport industry.
Interactive workshops are a fantastic way to prepare students for the fast-paced, collaborative world of sport management. While they require more planning and effort, the payoff in student engagement and skill development makes it worth the challenge.
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