National Research University Higher School of Economics FIFA/CIES Sport Management Programme GRADUATING PROJECT The 360º Academy: Development of a sports academy educational model implementing a comprehensive approach to the teaching, training and all-round development of an athlete Olga Laeva Elena Bortnichek Daria Smirnova Lev Fertelmeyster Maksim Shipov Scientific Supervisor: Alexander Chebotarev Moscow, 2015 CONTENT INTRODUCTION ................................................................................................................. 3 CHAPTER 1. INTERNATIONAL APPROACHES TO ATHLETES EDUCATION ............... 5 §1. Literature review…………………………………………………………………………….5 §2. Main characteristics of the modern system of athletes training………………………..5 §3. Features and principles of the education process of athletes in different countries…6 3.1 Organisation of athletes training in Russia………………………………………… 7 3.2 Experience of foreign academies…………………………………………………....9 §4. Legal support………………………………………………………………………………13 §5. Conclusion for chapter 1………………………………………………………………….14 CHAPTER 2. BASIC PRINCIPLES OF THE 360º ACADEMY.......................................... 15 §1. Management……………………………………………………………………………….20 §2. Marketing strategy, sponsorship and advertisement of organisation ……………….22 §3. Communications and event management……………………………………………...28 §4. Financial aspects………………………………………………………………………….29 CONCLUSION ................................................................................................................... 31 REFERENCES .................................................................................................................. 33 APPENDIX 1 Features and principles of athletes' education process organisation– international experience……………………………………………………………………….36 APPENDIX 2 SWOT-analysis ........................................................................................ 43 APPENDIX 3 Competitor Analysis .................................................................................. 44 APPENDIX 4 Financial Indexes ....................................................................................... 46 Copyright Laeva, Bortnichek, Smirnova, Fertelmeyster, Shipov 2 Preamble States-members of the United Nations recognizes that the creativity, energy and ideals of young people are essential for the further development of the societies, and sport is one of the most powerful tools to improve the quality of life. The main purpose of the Federal Programme “Development of physical culture and sports in Russia for 2016-2020s” is to increase the effectiveness of the training system in high performance sport and to create conditions for systematic physical culture and sport activities (Resolution (№ 30) 2015). INTRODUCTION The main objective of this project is to improve the quality of the sports education system in Russia that can be resolved by the development and implementation of complex solutions for train- ing and educational process. The aim of this project is to provide a model of sport-oriented school and solutions for the de- velopment of a well-balanced harmonious athlete. This model takes into account the best Russian and foreign practices of the organisation of athletes educational and training process, the analysis of problem areas in the current Russian training system, the results of public opinion surveys aimed for the analyses of preferences of the target audience. Context Starting from the 2000s in Russia we have been following an active process of formation and development of sport’s education, including commercialization of sport. Big international compa- nies often use the outstanding athletes of the past in their marketing and social responsibility cam- paigns and advertising, and the demand for the athletes who can be associated with health and suc- cess increases every year. It is worth noting that athletes grown up in the “Russian sport system” are not considered as an investment-attractive “products” for either Western, nor for Russian culture. A significant omission of the training system in Russia is a narrow focus on the sports com- ponent, thus missing important aspects including athlete readiness for life “outside of sport”. During interviews with experts and “opinion makers” from various sectors (the federal executive bodies, media representatives, members of sport-schools, well-known coaches and athletes, parents of ath- letes), as well as sociological surveys1 we marked out a number of key issues that characterize the current situation in sport education system in Russia. The first is the lack of an athletes balanced 1 Two categories of respondents were interviewed: 1. Young athletes’ parents (Group 1): https://ru.surveymonkey.com/r/D53KS37 2. Competing and former athletes (Group 2): https://ru.surveymonkey.com/r/22HJNJS Copyright Laeva, Bortnichek, Smirnova, Fertelmeyster, Shipov 3 education system with the integration of general education courses, foreign languages learning and the development of communication skills. Analysing our surveys results we can conclude that more than 96% of parents of young ath- letes are interested to combine sports training with studying of foreign languages and improvement of communication skills in the system of harmonious preparation. As well as 93% of respondents from Group 2 - competing and former athletes - are interested in a well-balanced, all-around devel- opment. At the same time there is still no model of sports educational institution like that. In this project, we propose methods and tools to enhance sports organisation by creating an adaptive model of multifunctional sports academy – the 360º Academy. The aim of the model is to achieve high sport results in conjunction with the development of personality at the base of the organisation of secondary education (the 360º Academy), combining sports disciplines, trainings and general educational standards. Methodology While developing of a model we observed main systems of sports education management in the world, characteristics and traits of mass sports in the European Union, North America, Asia and Oceania by the example of Australia, China, Germany, Great Britain, Qatar and the USA. We paid special attention to review the national systems of children physical development and preparing ath- letes for high performance sport by the example of sport schools and academies, as well as covered the sport selection problems. The main tasks of the study are: ● Identification of key criteria and analysis of regional and country-level features of the edu- cation and training system for athletes; ● Review international experience of sports institutions, aimed to all-round development of the athlete; ● Market research of sport and educational services in Russia and analysis of the demand; ● Identify the opportunities for improving of the existing system of Russian sport and educa- tional services, and adaptation of the world best practices to the Russian environment, taking into account national peculiarities and traditions of sport in accordance with the "GLocal" concept; ● Creating of a sports educational institution model embodying a complex approach for the development of well-balanced harmonious athlete – the 360º Academy; ● Study of the key aspects of the organisation of the 360º Academy: management, marketing strategy, legal aspects, financial analysis, and communications. Copyright Laeva, Bortnichek, Smirnova, Fertelmeyster, Shipov 4 CHAPTER 1. INTERNATIONAL APPROACHES TO ATHLETES EDUCATION §1. Literature review The ideal human being, both physical and spiritual has occupied the minds since ancient times. The idea of a harmoniously developed personality was one of the main in the Renaissance. The utopian socialists developed the idea of “all-round” person. Its founders - Robert Owen and Charles Fourier demanded elimination of the distinction between mental and manual labour and insisted on the education combined with different types of work (Owen 1950). Nickolay Chernyshevsky – one of the Russian revolution democrats also considered the idea. According to him, the basis of this development is the diverse labour activity. Also, in 1927, in the first domestic monograph devoted to the psychology of Physical Educa- tion, Professor A.P. Nechayev wrote: "The time has come to recognize that one can’t speak of com- plete education where there is no physical development...." (Nechaev 1930). The modern researchers also observe the theme of comprehensive development of a person. Their works can be divided into several main groups: ● studies on the harmonious personality development; ● works on physical education issues; ● research on combining training with education. Among modern Russian and foreign authors, the first group of works includes the research of V.A. Berezina "Additional education of children as a means of creative development", the study by Jan Henry about the future development of European athletes as fully-rounded (Berezina 1998; Henry 2013). The second - I.V. Volkova (2011) "Pedagogical bases of development of physical culture and sports movement in Russia", L.B. Tsenaev (2007) "Professional teaching of student-athletes in sports institutions in higher education", L.N. Kesarevskaya (2008) "Student-centered approach to the formation of physical training at school". The third - A.V. Amvrosev (2003) "Pedagogical maintenance of the harmonious development of students-athletes", the work of Jan Erik Romar (2012) who has studied Finnish ski school - a combination of academic and athletic success of education, research of Jolanta Juska & Monica Py- atkovski (2010) about the organisation of sports preparation for youth sports in Europe. §2. Main characteristics of the modern system of athletes training Modern literature defines two types of system: ● European; ● American. Copyright Laeva, Bortnichek, Smirnova, Fertelmeyster, Shipov 5 Modern structure of American sports includes four areas: ● sport in educational institution; ● recreational sport; ● amateur sport; ● professional sport. The European system has taken a lot from Eastern European block experience, especially from the Soviet Union and East Germany. This system based on state financial support of sports centres and institutions. Sports institutions perform the functions of the training centres, as well as a base for scientific and methodical support of the teams and conduct a research in the sports field. Athletes have an educational guarantees as well as future career. Examples of training centres for high-level athletes with characteristics of European system can be seen in France, Germany, China and Australia. The process of athlete’s preparation for elite sport is mostly extensive (Tajmazov et al. 2012). However, none of the models could be fully adopted to the Russian reality, and in this study it is proposed to review the existing models, the so-called "best practices", based on different types of common classification from different countries, to analyse the main features of its own and to offer a suitable model of athletes comprehensive development in the modern Russia reality. §3. Features and principles of education process of athletes in different countries To determine the level of sport’s development in different countries we used different indica- tors. At first, we have decided to analyse statistics and official data of special indexes: ● Index of sports power published in 2014 by the Agency Sportcal2; ● Index of sportiness made by the Fight in the Sharks Agency3. According to these studies, among the highest ranked countries in terms of sportiness are Rus- sia, USA, China, Australia and UK as well as a number of other countries. But to determine the fi- nal list of countries, it is not enough to evaluate the level of sports development in the country. The approach used in organisation of children-youth sports around the world, and selection criteria of the analysed countries depend on many internal factors. Main factors are: ● state of the economy (ratings); ● level of welfare of the population; 2 http://www.sportcal.com/Impact/nationsindex.aspx 3 http://fightingthesharks.com/fighting-sharks-fighting/ Copyright Laeva, Bortnichek, Smirnova, Fertelmeyster, Shipov 6 ● population structure; ● success at major international competitions (the development of high performances port); ● attitude of the state and society to the sport in general (development of mass sports); ● geopolitical features (compared to Russian); ● socio-cultural traditions; ● state of the science in this area; ● compliance with the legal framework to the needs of children's sports, and others. To study international experience of a number of countries with different sports schools we chose several countries including Australia, Great Britain, Germany, Qatar, China and USA. 3.1 Organisation of athletes training in Russia Currently there are several types of organisations involved in the preparation of athletes at dif- ferent stages in Russia. Some organisations responsible for sport and health meanings, the other for the following development, including the training phase and the subsequent improvement of skills. Sports schools and clubs carry out work with children and teenagers to strengthen their health and physical development. Stages of athletic Periods of Youth Sport Olympic Reserve preparation preparation sport clubs schools Sport Schools Fitness Whole period + x * Primary preparation 2-3 years x + x Secondary preparation 4-5 years x + + Sports perfection 3 years x + Elite level 3-5 years + Legend: + main function; x upon decision of the founder, * in specialized Sport School departments. The system of additional education in the field of physical culture and sports in Russia engag- es 3.142.000 people, representing just over 2% of the population. The cost of maintenance of sport schools in the last year increased by 13,7% and amounted to 78 billion 634 million 191,6 thousand Copyright Laeva, Bortnichek, Smirnova, Fertelmeyster, Shipov 7 rubbles (Information included in the report of the Russian Government to the Russian Duma about the results of its operations for 2014 in the sphere of physical culture and sport). The regions of the Russian Federation, which showed the highest and lowest rates of availa- bility of sports venues in % of norm4. In our view, the most important problems of modern system of children-youth sports and physical culture in Russia are: ● lack of physical activity of children due to substitution of physical activity by other activi- ties, not related to physical culture and sports, and, as a result, the poor state of health of the young generation; ● early sport specialization, focus on achieving the best results in youth age; ● lack of qualified staff to work with children; • problems associated with moral-ethical aspects of elite sport achievement among children (violation of anti-doping legislation, neglect of the principles of "FairPlay"); • lack of organized, flexible and adaptive sport selection mechanisms; • an approach to the mechanisms of sports development and strategic planning actually is not adapted to modern realities (the number of commercial tournaments has grown up recently, while the training process in Russia is still carried out according to the out-dated principle of "4- year Olympic cycle"); • within the existing system stakeholders (Ministry of sports, national sport federations, the Olympic Committee of Russia and etc.) do not solve the important task of forming a positive image of Russian athletes. The nature of these causes of these problems lies in economy. They are based on the desire to achieve best results with minimal use of resources. As a tool of analysis we applied method of public opinion study. The study was conducted with two opinion polls, in which were surveyed for key groups: Group 1: Parents of athletes from 5 to 12 years, practicing in, commercial groups "for health", sport schools, etc; Group 2: Athletes (competing and former). We discovered the following disadvantages of the current system: • lack of a full socialization; 4 http://www.minsport.gov.ru/activities/reports/9/26637/ Copyright Laeva, Bortnichek, Smirnova, Fertelmeyster, Shipov 8 • lack of communication skills which are crucially important during the adaptation of ath- letes after their career in the field of sports, or in the case they do not achieve outstanding results; • lack of social protection; • unconscious choice of sport and hard transition from one sport to another; • lack of sport selection methods, including the lack of "mental" selection by psychotype (in command and individual sports). Among the main factors affecting the choice of sports for the child, respondents allocate con- venient schedule training and proximity to home. Less than 50% of parents have the opportunity to enrol children to several sections due to the complexity of commuting in working hours, especially in big cities. At the same time 87% of respondents from the category B believe that they would be successful in another sport. In category A and over 86% of respondents believe that their child would be interested to try several sports (in one institution). 78% of respondents from category B were never involved in sport selection programmes, but would like to and find it interesting for themselves. 75% of category A respondents would like their child to participate in sport selection programmes. 3.2 Experience of foreign academies To analyse best practice in management of education system we studied international acade- mies experience worldwide base on following criteria, used to determine the value: • type of specialization: multi-sport /unique sport; • focus: mass sport/ elite sport; • age; • selection (principles of organisation); • cost of education: paid/ free of charge; • principles of education process organisation; • sponsors, partners, PR; • location of sports facilities: common perimeter or scattered in different areas of the city; • mission, vision; • evaluation (educational and behaviour); • value added services. Copyright Laeva, Bortnichek, Smirnova, Fertelmeyster, Shipov 9 3.2.1 Australia One of the best examples of sports schools, dedicated to the harmonious development of ath- letes in Australia is Australian Sports Academy (Note. Appendix 1 [Australian Sports Academy]). The idea of a balanced combination of academic education and sports training is the basis of the ASA. It is believed that athletes’ integration in the social environment outside their sport facilitate development both in sports and everyday life. This system suggests a comprehensive two years’ education in high school (from 15 years old), providing the certificate of Queensland. Thus, the focus is on young athletes who have decided to continue their carrier in sport. With regard to our model, it is important to note that this option is not suitable for every sport, as the age is one of the major criteria in certain sports and 15-20 years period is the peak of a career, so the athlete simply can not afford to pay a lot of attention to education (for example, figure skat- ing). In addition, as this system suggest a post-school degree, students should be prepared for the next stage of education, so a system of education of prep and senior school students should be orga- nized properly. 3.2.2 United Kingdom The UK is one of the leading sports countries in the world, where sport schools are extremely popular. Most of schools use the separation by gender. The vast majority are multisport. We chose for the analysis Millfield School which was the best sports school in the UK in 2013 and in 2014 (Note. Appendix 1 [Millfield School]). It is located in Glastonbury Somerset at a distance of 200 km from London is organized on the basis of the campus, combining all the facilities in the com- mon perimeter. The basic concept of the school is that each human is able to achieve great success in his of her life, what is important is to find its strengths and develop it. Thus the school has im- plemented the concept of harmonious development of personality. Children from 2 to 18 years old are not only involved in sports, but also get a strong academic background and can express them- selves in music, art and theatre. Educations is fully covered by parents, but there are annually awarded scholarships for sport success, success in studies or theatre, which allows gifted children get free education. To implement comprehensive personality development model of school it is reasonable par- tially take UK’s school as a basis. Some aspects could be implemented in future stages of the devel- opment of the school, such as pre-school and primary education, but they are not mandatory and do not affect the implementation of the model. By the way, the age of the students (under 18 years old) does not allow to solve the social problems, such as obtaining of sport profession. Copyright Laeva, Bortnichek, Smirnova, Fertelmeyster, Shipov 10