About Greek racing driver | Thomas Krasonis

About Thomas

Thomas Krasonis is a 21 year old highly competitive Greek racing driver who has already more than fifteen (15) years of experience in Kart and Saloon Car Racing, competing both in national & international level.

Following his dream he started racing for the first time at the age of five (5) showing great resourcefulness & familiarity with the motorsport kart world despite his young age.

In 2016 he made a successful transition from Kart Racing to Saloon Car Racing, participating in the JSCC (Junior Saloon Car Championship) competing against drivers of the same age in United Kingdom’s most famous circuits.

After two (2) adrenaline full years (2016 & 2017) racing in England, Thomas made an impact participating in the 2018 Mini John Cooper Works Italian Cup also known as MINI CHALLENGE 2018 Italy, finishing in 4th overall position through very intense fights and numerous podium positions. In 2019 he participated at the NASCAR Whelen Euro Series Championship, leaving his mark again with race results and strong ethos.
In 2020 Thomas competed in selective races at DMV BMW 318ti Cup and Peter Auto historic classic car events.

2021 found Krasonis racing at the NASCAR Euro Series Championship Elite 2 category, , with the Alex Caffi Motorsport/Academy Motorsport, as a teammate of Jacques Villeneuve, F1 champion and all-around motorsport legend. He made it to P13 of the final standings, improving race by race, with a couple of P10 finishes during the championship

In 2022, it’s time to make it to the premier category, the EuroNASCAR Pro, with the team promoting him to the big stage with an all-new race car and lots of preparation to take on the challenge full speed!

Student Status

Thomas finished high-school in 2019 focusing on university studies related to motorsports. He is particularly skillful with computers and fluent in English, German and of course Greek. He is a basketball fan and a paintball enthusiast.

Starting in academic year 2019-2020 he is a university student at Hanze University of Applied sciences in the city of Groningen (Netherlands), where he studies Sport Management.

Future Plans

I wish to achieve my racing dreams and participate in a GT3 championship for a full season. I also wish to successfully finish my studies and work in the motorsport industry !

PDP (Personal Development Plan)

Identity: Who am I? I am a very passionate and patient person. I like to make people smile and I think I perform really well under pressure.
Qualities: What can I do? I know three languages, I can be a great leader and I am easy to cooperate with.
Involvement: What do I want? I want to make a difference, and leave a legacy either in racing or in my business career.
Moral Compass: What do I think? Honor and loyalty.
Behavior: what do I do? Usually I display a calm and playful behavior. I hate stress and I prefer to minimize it as much as possible.
Environmental awareness: Where do I apply? I am a part of the universities community, and my goal is to finish my studies as fast as possible and pursue my dream of becoming a f1 team manager.

Accountability report year 1

Academic Year	2019-2020
Student	Thomas Krasonis
Studentnumber	406748
Date	10/5/2020

Bachelor Sport Studies

My name is Thomas Krasonis, and I am an 18year old student from Greece.

I am currently studying in the Netherlands in order to get a degree in sport studies with hopes of becoming an agent/manager of athletes. In the beginning of the year I was accepted at Hanze university of applied sciences that is located in Groningen. I am a professional Greek racing driver with participation in many Top-tier European and world championships both in karting and in car racing. I chose this study because of my love for sports and my passion which is helping other reach their goals and follow their dreams. I really think that I made the right choice when I enrolled in these studies and I hope that I can finish them without any delay.

What did your development and learning process look like regarding this learning outcome?

To what extent do you manage this learning outcome? (STARR or reflection model of Gibbs of must be traceable).
What shows that you have achieved this competence?

The student develops sportsmanship and a professional attitude through reflection and critical monitoring of developments in the field as a knowledge worker (LO11).

S (situation): The first time in my life where I understood what working as a professional is like, was when my class from the University was given the task to split into teams and organize a mini event for a specific target audience (Event Management Block 1.1) which in my case was for my international classmates.

T (task): The task sounded simple but in reality what we actually had to do in order to execute a complete event was much more complicated. We had to pay attention to even the slightest detail so that we could avoid mistakes that would make me and my team look unprofessional.

A (action): Together with my team we created an action plan that included every necessary action that needed to be done in order for us to succeed. It was not easy since for the first time in my life I had to pay attention for so many things and to be honest it was not easy.

R (result): The result was not perfect but satisfying. We managed to execute the event successfully with all of the participant being extremely pleased with the way we handled some setbacks that we faced on the day of the event. In the end we were just happy that all of the participants enjoyed our sport day!

The student can indicate on the basis of (international) developments in the discipline of the sportsman in which further personal development is desirable and possible (LO11).

S (situation): While I and my classmates were on a field trip at the international racing circuit of Assen, we observed the preparations that need to be made in order to execute an event of such caliber. It was then when I realized that I need to develop many things if I wish to be at the same level as the organizers.

T (task): The task was quite simple. To learn everything you can possibly learn from the lesson of Event management in order to broaden my horizons so that I am able to evolve into a more complete and sophisticated sports professional.

A (action): I tried to follow the lessons of our sport event teacher as much as possible and I studied a lot in order to pass my exam.

R (result): I managed to pass with a 6.3 which was not perfect but satisfying for the effort that I put into the whole process.

The student examines his/her own sport identity and develops self-management skills, resilience, drive, eagerness to learn, the ability to work intercultural and a standard about who he/she wants to be as a sports professional (LO 12).

S (situation): Through the coaching lessons I was given the task of creating my own personal development plan and my own website regarding my student and sport career.

T (task): The purpose of this “exercise” was for each individual to search within himself in order to identify strengths and weaknesses equally so that a development plan can be created with the sole purpose of creating a more complete sport identity.

A (action): I made a list with all my achievements and I started reviewing my career which was a satisfying experience since I got to remember all of the things that made me love the world of sports.

R (result): After the task was finished I felt more complete in terms of my identity and I had a more clear idea in my mind regarding my future as a sport professional.

The student is able to compile and execute his own professional personal development plan on the basis of collected information from others for the short and long term in sport (training) world (LO12).

S (situation): On the second block I had the opportunity to coach for the first time in my life through the lesson of Sport & Technical framework.

T (task): The task was so that I and a partner would organize a training session for the rest of our classmates based on what we have learned in the lesson, including a warm up, briefing and everything that a complete training needs.

A (action): After proper preparation I acquired all the necessary items and equipment needed in order to perform my training and I put in work all of my knowledge that I gained through the lessons of this course.

R (result): The result was a successful training that gave me the chance to test my personal development as a sports professional in reality. I was satisfied with my performance and the course was extremely useful, although there are still many things to learn.

Accountability report year 2

The student demonstrates the development of his expertise and professional skills as a sports professional through reflection and refers to relevant developments in the sports world ( LO11).

S (situation): This year the student had to obtain all of his missing credits in order to go to the graduation year.

T (task): In order to get all the missing credits that where around 50 in total (year 1 & year 2) the student had to show excellent behavior and work ethic in order to successfully pass every lesson.

A (action): In the previous year the student had to do a small internship of three months. This was the first professional experience of Thomas which motivated him into becoming a complete professional. Because of that the student studied hard in order to pass lessons such as Financial Management, Local sport policy and more. (Proof of this are the assessment forms that are included in the Appendix)

R (result): The student has shown that through the knowledge and mindset that he obtained from the last two years in the university as well as in the internship he is able to function better and more efficient than before thus getting every credit of his exams so far. With a few lessons left and determination the student aims to complete his goal and go to his graduation year this September.

The student demonstrates the development of his professional attitude through reflection and makes the link with literature about knowledge workers (LO11).

S (situation): As mentioned before improving as a professional is having the same level of importance for Thomas as the remaining lessons. Meaning that through the university and the 3month internship he is getting better every day.

T (task): Regarding this learning outcome there where two task. Firstly regarding the internship where the final product that Thomas presented in the organization had to be assessed and reviewed by his Internship boss (feedback form on Appendix). The other task would be to obtain passing grades on every lesson.

A (action): Regarding the Internship the student created an advanced information sheet that was handed to the organization and received positive feedback for. Regarding the grades as mentioned before proof of the assessment forms and actual grades can be found in the Appendix. So far the student has successfully passed every exam except Sport Marketing which he is studying at the time for.

R (result): Both the positive feedback and the grades on the Internship report as well as on the rest of the lessons show the desired results that motivate the student and show his progress into becoming a sports professional.

The student reflects on his own sports identity and compares this with the feedback and opinion of clients, colleagues and customers on his professional performance (LO12)

S (situation): The student wishes to obtain a clear image of his professional self through the study program and the people behind the lessons as well as internships and projects.

T (task): The student has to read and understand all of his assessment forms and feedback forms while comparing them annually in order to see the improvement.

A (action): The student took the assessment forms of the lessons that he successfully passed and compared the remarks in order to understand how others view his process.

R (result): Thomas was happy to see that he moved from assessment forms of failed exams, is now in a way where every form is at least sufficient while it includes important feedback that helped him improve. For example for the coaching lesson (Assessment B – accountability report) the student made a call with the teacher who is responsible for the lesson in order to obtain feedback and better understand his mistakes. Together with the assessment form of the unsuccessful attempt the student managed to create a more solid and professional accountability report for his next opportunity.

The student demonstrates his development regarding self-direction, resilience, drive and eagerness to learn as part of his sports identity (LO12).

S (situation): In order to be called a sort professional then it is mandatory to continuously improve and evolve as a person of education in this field. This means that the student keeps evolving annually through all of his experiences either from internship or university.

T (task): Thomas had to overcome some difficulties throughout the past year and time management was the most important thing he had to master so that he avoids any issues with university deadlines while at the same time continuing his sports career as well.

A (action): The student took measures to help him with this task such as having a big blackboard in the house where with post-it notes he kept all the assignment deadlines and created a long month schedule for studying in order to increase efficiency and productivity.

R (result): This helped Thomas improve his time management that led into more productive hours of studying that helped him improve his knowledge on the field of sports and complete his resits with less difficulty than in the previous years.

Appendix ( Grades )

Internship : tactical level (SKVH20ITL) – Grade: 7.0 – Lecturer: A. Kremer, MA

Sport Studies 7: Sport, training & HA (SKVP9SS7) – Grade: 7.1 – Lecturer: M. Bakker

Sport Studies 3: Financial Management (SKVP9SS3) – Grade: 6.1 – Lecturer: drs. H.J. van Calker

Game : Local Sport Policy (SKVH20GAM) – Grade: 7.0 – Lecturer: N. Postma

Organization & company experiences (SKVH20OCE) – Grade: 8.0 – Lecturer: G. van Dalfsen, MSc

Intercultural coaching (SKVH9INC) – Grade: 6.5 – Lecturer: A. Kremer, MA

Feedback Form: Assessment form Intercultural Coaching period 2.3 - 2021/2022

Type of examination: Professional product +Festival	Osiris code: SKVH9INC
Main Phase	Number of ec: 3
Semester: 3	Education: Sport Studies
Name assessor: Ans Kremer	Name & nr.: Thomas Krasonis 406748
Date: 220502	Grade: 6,5
Conditional:	F	P	G	E
-The product fits the requirements from the assignment.	☐	☒	☐	☐
-The product fits the assignment. Lay-out and use of language is adequate and professional.	☐	☒	☐	☐
-APA referencing style	☐	☒	☐	☐
Individual report
Program learning outcome and criteria:
Program learning outcome: PLU 12.1. Is able to use the English language at a proficient level and is able to communicate empathically, respectful and constructively with people from different fields of language and culture in both national and international contexts (Parts I-VI, see assignment sheet).
Criteria:	F	P	G	E
-Is able to communicate verbal and written in English at a proficient level.	☐	☒	☐	☐
-Is developing understanding, respect and empathy for people with different national, cultural social, religious and ethnic origins.	☐	☐	☒	☐
-Is able to work constructively (knowledge about and ability in international relations) with people in national and international contexts.	☐	☐	☒	☐
Explanation: Dear Thomas, I can see and read your progress in your report. You are much more reflective and able approach things more from the context. You describe your experiences very good and your background was clearly described. The theory could have been more integrated though and I was wondering why you wrote the report in third person instead of the 1^st person
Program learning outcome: PLU 12.2. Appreciates cultural differences and is able to engage in a dialogue of merits, ethics and challenges with professionals and non-professional partners within a specific sport, health and educational context.
Criteria:	F	P	G	E
-Likes to work with people with different national and international backgrounds.	☐	☐	☒	☐
-Is able to start up a conversation about merits, ethics and challenges with professionals and non-professional partners	☐	☒	☐	☐
-Is able to maintain a conversation about merits, ethics and challenges with professionals and non-professional partners.	☐	☐	☒	☐
Explanation: You made clear the way you like to cooperate with people from different background. Only the theory could have bene integrated more and I was wondering why you don’t use the book of Nunez in your reference list. I like your future vision and dreams especially. I wish that you are able to realize them.
Groups Assignment / Festival
Program learning outcome: PLU 12.3. Is in the position to lead professionals and volunteers in realising professional performances such as an intercultural festival and the ability to make an awareness change within the Sport Studies department.
Criteria:	F	P	G	E
Is able to inspire a team of professionals and/or volunteers in realising professional performances such as an intercultural festival	☐	☒	☐	☐
Is able to steer a team of professionals and/or volunteers in realising professional performances such as an intercultural festival.	☐	☒	☐	☐
Is able to coach a team of professionals and/or volunteers in realising professional performances such as an intercultural festival	☐	☒	☐	☐
Is able to intervene in the process with a team of professionals and/or volunteers in realising professional performances such as an intercultural festival.	☐	☒	☐	☐
Explanation: You were clearly active and involved in the development of the festival. The communication was good and you were present and contributing to the festival in a constructive and proactive way.
Explanation of the grade: The reports are merely focussed on the what and how, the why could have been explored more by using the context and the literature

Feedback Form: Assessment-form Internship Tactical Level

Education: Sport Studies (bachelor)
Semester: 3
Unit of study: Internship Tactical Level	Osiriscode: SKVH20ITL 10 credits
Test form: report	Professional Product
ects: 10
Name assessor:		Date 1^stchance:	Date 2^ndchance:
Sander Claassen		January 28,2022	March 28, 2022
First & last name student		Student-number	Class: 2 SpS
Thomas Krasonis			Grade:			7

Preconditional requirements:			Pass / Fail
§ The work fits with the professional standards as set in the assignment and as discussed in the seminars			P
§ Correct source references			P
§ GO on Action Plan			P
Note: if all conditions are not met, an O is entered and there is no substantive assessment
Program learning outcome (PLO) 5.1 The student takes initiative in analyzing the organizational challenges in its context.
Criteria				I	A	G	E
§ Defines an complex sport related practical organization challenge (issue/question) with acceptance and support of the internship organization					V
§ Mobilizes and combines practical and theoretical knowledge from various sources within and outside the internship context related to the defined organizational challenge						V
§ Show to have followed at least one time a complex research cycle					V

I assess the total learning outcome with a:					V
Explanation: The student defined a complex practical organization challenge at Peristeri B.C. Thomas mobilizes and combines practical and theoretical knowledge (Wikipedia, 2020, Mirkovic, 2019, Porter’s Value Chain, etc.). The student has sufficiently shown to have followed a complex research cycle.

Feedback Form: Professional field supervisor form

Name of student Thomas Krasonis		Name of Supervisor from the professional field Nikos Keramaris
The student
Response to developments (environmental awareness) Is able to respond effectively to opportunities in the environment.
Thomas had no experience what so ever on how to work on a professional environment because of his age, but he adapted extremely quick and became a solid member of our department, he provided useful insight and ideas for many items, such as the teams website or the promotion for the season tickets. He saw that he can perform on the desired level and took the opportunity to learn from us.
Research and recommendations Is able to conduct applied research effectively and use it to deliver a through and well- founded product
Thomas was feeling very comfortable in the organization and that is why he could perform at a very good level when asked to do something. He explained the university assignment to me and I made sure to keep him close and take him to meetings and other activities of the department in order for him to have a broad research for his product. After he came up with his idea and I read his action plan I was more than happy to see the influences of his internship in the development of the product.
Collaboration and collaborative learning Is able to collaborate effectively with others (from both within and external to the organization).
Thomas is very open and talkative because of his strong and happy personality and he always tried to bring the best energy into the office. This is something that the rest of the department liked a lot and that is why he made also a lot of new friends through his time with us at Peristeri B.C. Because of that he was able to work very well and his collaboration on projects that we ran such as the website development was as important as anybody from the team.
Communication Is able to communicate effectively.
Again because of his character and the knowledge he already had from the university Thomas had no issue with communication, almost every time he understood what was asked of him and the times he did not he was not afraid to ask in order to complete his work.
Reflection and learning Is able to use reflection as an instrument of effective self-management.
Thomas explained from the beginning at his original interview for the place in the organization that he is only a second year student with a lot to learn and showed real interest in what he wanted to do. He was honest and told me that probably he is not on the level required to be on the marketing department but showed passion and strong will to improve and that is why he was accepted. I can say that when he left from us he had gained much more experience than many other intern usually do because of me having him involved with as many activities as possible for him to execute and learn from.

Self-management and independence Is capable of investing in themselves, setting objectives and learning from past experiences. The student is able to take a reflective view of, develop and optimize their professional competences and the development thereof in a goal-oriented, effective and motivated fashion.
From the first day Thomas showed that he had a plan and an end goal that he wants to achieve before he had to return to the Netherlands. In the beginning he had some issues with being organized but I guided him into proper work environment behavior and he adapted very quickly. From trying to remember his tasks in the first week he was already on a much better level on week 2. More organized, with a notebook/agenda and constant arrival on time at the office without being late are just some of the major improvements he did to himself, thus becoming more independent and more comfortable in the work space.
General impression of the student’s performance: To be honest when he first spoke to me I was hesitant and did not know if he can be a valuable and useful asset for the department but he persuaded me to take him and he did not disappoint. He saw me as a true mentor and he listened seriously on what I had to say and do. That is why when I though he was ready, around week 4, I took Thomas to an official meeting with a potential sponsor in order for him to observe and learn. Generally I am very happy that Thomas was my intern because he surprised me on a good way. I really believe that if he is focused he can perform extremely well. Only a few people express passion in the way Thomas did and even though he was brutally honest with himself many times when he found an obstacle, he asked, he observed, he learned and in the end he performed. Supervisor from the professional field’s signature: