| The title of the tool | Sports shop |
• The learning objective of the tool | understanding and appreciating that there are different aspects in marketing learning by self-experience that price is not the decisive aspect for successful sales and marketing understanding the simplicity and complexity of marketing mix using marketing mix for their own business Identifying the possibilities of sports marketing Marketing mix as a conceptual framework for decision making managers |
• Target Group | It is applicable for young peorle and adults, for enterpreneurs,sports managers… |
• Duration of the Tool | 1,5-2 hours |
• Preparation (Preparation before the implementation, needed materials etc.) | Explication of the task, rules and conditions for the exercise and ask participants to go out of the room and prepare for the SHOPPING Give them each a piece of metaplan which presents their decision voucher |
• Instructions to implement the tool | First Round (PLACE) you put the three chairs into different locations (you can even hide one chair e.g. behind the board); and put one tin (all the same) on each chair: Now you call them back into the room and ask them to make a quick decision and put their papers. When they are ready, you ask a participant to count the papers and write the results on the prepared flip chart (see annex). Usually most will have selected the ‘yellow shop’, then white, and only a few blue. Publish the result on the chart and start processing: Ask “why did you choose your shop?” After some contributions, ask “What was the main reason to buy it in a given shop?”. They should come up with “location” or “place” and you write it on the flip chart under (Observation) Second Round (PRODUCT & Packaging) You place all three chairs in the centre of the room (could be like a triangle). Tins are different now (see right column). You call them back. Let them choose and count the papers. Usually most will have taken blue, then yellow, and only a few white. Publish the result on the chart and start processing: Ask “Why did you choose your shop?” Ask “Who has chosen the white shop (dirty tin) why did you do so?” Ask others as well When it comes to a discussion, make clear “What do you actually want to buy here?” “So, what is the difference of the Coca Cola in the tins?” Actually: no difference. “But yet most preferred to buy from blue shop and hesitated to buy in the white shop! Why? Third Round (PROMOTION) You leave all three chairs in the centre of the room (could be like a triangle). All tins are normal now. You call them back. Let them chose and count the papers. Usually most will have taken white, then blue, and only a few yellow. Publish the result on the chart and start processing: Ask “why did you choose your shop?” Ask some participants from specific chairs as well. You distribute the papers again and send them out. (=promotion) Fourth Round (PRICE) Before you start with this round, you ask for three volunteers. Make sure that at least one is a woman. Then you give them the role instruction (annex) and send them out. They will only come back in the last (fifth) round. You leave all three chairs in the centre of the room (could be like a triangle). All tins are normal now. You call them back. Let them chose and count the papers. Usually most will have taken yellow, then white, and only a few blue. Publish the result on the chart and start processing: Ask “why did you choose your shop?” as before. Ask someone from blue shop “why did you purchase it at a more expensive price?” Ask “What was the point here?” and the answer – price – should be clear. Write it on the chart. Now start a discussion: “Which strategy would you have chosen as shop owner”. If the answer is “yellow” (lower price) ask the others “What do you think about it?” You actually want to get to the following point: may be you can increase the sales volume but do you still make a profit? And who makes more profit? Fifth Round (PERSON) You give instruction: “You will now see 3 sellers, trying to convince you to buy from their shop. The sequence is blue, white, and yellow. Please, pay attention to their performance and, after all three presentations, choose your favourite shop and put your papers on the chairs accordingly. (The chairs are in front of them. Each chair with one normal tin and the colour labels) You call in the first seller. Let him / her present Take care of the time (1 minute, not more). Second seller. Third seller. Let participants now chose and put their papers on the chairs. Let them count the papers. Publish the result on the chart and start processing: Ask “why did you choose your shop?” as before. Bring out, how important are “personal behaviour”, “communication skills”, “sales competence”, “good arguments”. The last point for the chart, of course, is “person” The sellers may be some famouse athles-influencers |
Skills – SDGs – Key Competences Chart | Understanding the importance of the marketing mix.Improving presentation skills.Making decision.Understanding and using more marketing activities. |
• Sum Up / Debriefing / Reflection at the end of the implementation | At the end, summarize things like… “Remember second round (product) – would you have bought the dirty tin (show it) for a cheaper price?” “Can you imagine, with good promotion, product and person you could increase the price and still sell at lot more?” “What could you do in your reality – give us examples.” And you now finish by saying: “now please take this lesson home and apply the right mix in your business!” |
Any tips / suggestions to the trainers for the further implementations | You can play additional rounds. One would be: combination of product (quality) and price. But don’t overdue. Participants are usually tired after 5 rounds. It is better to get the lessons out by a good discussion. For the Person could limit the role play by giving following instructions: One seller should be a woman. Try to convince the audience with her charm and beauty. The other seller could promote its product very ‘aggressively’ (draws attention through loud voice, self-confidence). The third seller is a person with competence but not very showy. Take care that you are quick when preparing the room between the rounds. It does not need more than 1 min. Participants don’t want to wait outside. CEFEpedia also offers the exercise “market room simulation”. This is more intensive, very complex to handle, but also more intensive for learning. Use this one (additionally) if you need reinforced training especially with regard to the wide spread illusion of business people that better quality combined with lower price would be a brilliant marketing strategy. In this other exercise, participants play with real own money and experience financially what it means to enter into price competition without adequate marketing. |
• Resources / References | Tree chairs,tree cans of Coca-Cola,meta plan colored cards. Balls, cookies… cefe metodologi |
Chart of the Section 7:
• Reinforced skills (Empathy, Communication etc.) | • SDGs targeted (SDG4 – Quality in Education etc.) | • Erasmus+ Key Competences (Learning to Learn, Social Competences etc.) |
| Communication | 4-Quality education | nonverbal communication |
| Empathy | 8-Decent work and economic growth; 9-Industry, inovation and infrastructure | cognitive flexibility, Understanding the importance of the marketing mix, Understanding and using more marketing activities,making decision |
| Humanity | 12-responsible consumption and production | emotional intelligence,creativity |
