Download pdf - KNES 287 – Sport and American Society 287 – Sport and American Society Semester: ... will be assessed during the topic quiz and topic mini ... understanding of the process of McDonaldization

University of Maryland College Park School of Public Health

Department of Kinesiology

http://www.sph.umd.edu/KNES/

KNES287–SportandAmericanSociety

Semester: SummerI2016

ClassroomandTime: ONLINEMay31-July8 Instructor: DavidL.Andrews

Office: SPH2357 Phone: 301-405-2474Email: [email protected]

FacultyWebsite www.knes287.info

TeachingAssistant: MeirLewin Office: SPH2351 Phone: 301-405-2575Email: [email protected]

TAWebsite www.knes287.infoRequiredTextsandOtherReadings:Required:Therequiredweeklycoursereadingscanbeaccessedthroughthecoursewebsite:www.knes287.infoRecommended:Therecommendedweeklycoursereadingscanbeaccessedthroughthecoursewebsite:www.knes287.infoAdditionalMaterialsRequired:Theprimaryresourceforthecourseisthecoursewebsite(www.knes287.info),whichprovidesdetailsofthefollowing:coursedescription;objectives;designations;coursemodulesandweeklyfocus;formsofassessment;criteriaforassessment;and,informationoncourseinstructors.Studentsarestronglyencouragedtofamiliarizethemselveswiththestructureandcontentsofthecoursewebsiteassoonaspossible,andcertainlyonorbeforethebeginningofthecourseonTuesdayMay31.CourseCatalogDescription:Sport will be related to such social problems as delinquency, segregation, collective behavior, andleisure;tosocialprocessessuchassocialization,stratification,mobility,andsocialcontrol;andtothosefamiliar social institutionsas the family, the school, the church, themilitary, theeconomy, thepolity,andthemassmedia.Sa

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2 KNES287,SummerI2016 ANDREWS

CourseDescription:Tosomepeople,sportexistsasarealmofpopularexperiencesomehowremovedorisolatedfromtheforces and pressures that have come to define the rest of society. This course seeks to explode thissportingmythology,byhighlightingtheextenttowhichsportisinfactasocialconstruction,whichcanonly be understood in relation to the social forces and relations operating within contemporaryAmerica.Assuch,thiscourseencouragesstudentstodevelopatrulysociologicalsportingimagination,with regard to their perceptions and experiences of the necessary interrelationship between sportcultureandtheforces,institutions,andprocesses,structuringcontemporaryAmericansociety.Indoingso, this course focuses on: the relationship between sport and political, economic, and culturalinstitutions; the effects of commodifying, corporatizing,mass-mediating, and globalizing processes onthe structure contemporary sport; the influence contemporary sport culture has on the shaping ofparticular of class, race, gender, age, and nation-based bodies, identities, and experiences; and, thevarious collective groupings–subcultural, community, national, and global–through which sport isorganizedandexperiencedwithincontemporarylife.KNES287CourseLearningObjectives:Uponcompletingthiscourse,thestudentwillbeableto:

1. [FollowingC.WrightMills]Developtheirownsociologically-basedsportingimaginations,throughwhichtheywillbeabletoidentifyandinterpretsportinginstitutions,practices,andbodiesasbeingbothconstitutedandconstitutingelementsofthecontemporaryAmericancontextinwhichtheyarelocated.

2. Deriveabetterunderstandingoftherelationshipbetweensportandthesocial,cultural,economic,political,andtechnologicalforcesandrelationsoperatingintwenty-firstcenturyAmerica.

3. Assessthedominantpowerstructures,processes,andrelationsinandthroughwhichcontemporarysportcultureoperates,andexaminetheireffectsuponshapingparticularclass,race,gender,sex,age,andnation-basedbodies,identities,andexperiences.

4. Illustratetheexistenceof,andbeabletoproposesolutionsfor,anydisparities,inequalities,and/orinjusticesoperatingwithincontemporarysportculture.

5. Thinkbothcriticallyandreflexivelyabouttheirownsportingexperiencesandbodies,andthedegreetotheyareenabledand/orconstrainedbywidersocietalforces,structures,andpowerrelations.

6. Synthesizeandapplyconceptsdrawnfromsocialandculturaltheorizingincriticallyappraisingvariousempiricaldimensionsofsport.

KinesiologyCompetenciesAddressedinthisCourse:ThefollowingcompetenciesfortheKinesiologyprogramareaddressedinthiscourse:1.Studentswillinterpret,synthesize,andcriticallyanalyzeresearchunderlyingthekinesiological

dimensionsofphysicalactivityandhealth.2.Studentswilldevelopprincipledreasoningskillsnecessarytoapplyandextendkinesiologyknowledge

toaddressproblemsthatarerelevanttophysicalactivityandthehealthofdiversepopulations.3.Studentswillintegrate,interrogate,andcommunicatetheconnectionbetweenthescholarshipof

kinesiologyandthegoalsofpublichealth.4.Studentswillintegratetheirphysicalactivityexperienceswithkinesiologysub-disciplinaryknowledge.UniversityCoreCourseDesignations:Sa

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Distributive Studies: Social Sciences & History-Social & Behavioural Science [SB] CORE CourseDesignationHumanCulturalDiversity[D]CORECourseDesignationNewGeneralEducationDesignations:DistributiveStudies-HistoryandSocialSciencesDiversity-UnderstandingPluralSocietiesCourseOutline/CourseCalendar:

CourseIntroduction

OnorbeforeTuesdayMay31:Familiarizeyourselfwithcoursestructure,expectations,andmaterialsincluding:Detailedreadingofentirecoursewebsiteandsyllabus.

May31 CourseIntroduction

Module1:SportStructuresandProcesses

TopicA June1-2 SportandtheSociologicalImaginationTopicB June3-6 SportandtheNeoliberalPoliticalOrderTopicC June7-8 TheCorporealEconomyofSportTopicD June9-10 SocietyoftheSportingSpectacle

Module2:SportBodiesandIdentities

TopicA June13-14 Power,Sport,andMasculinitiesTopicB June15-16 SportingFemininitiesandBodyHierarchiesTopicC June17-20 SocialClass,Habitus,andPhysicalCultureTopicD June21-22 Race,Ethnicity,andSportDifference

Module3:SportCollectivitiesandSpaces

TopicA June23-24 ThePerformanceofSportSubculturesTopicB June27-28 PhysicalCultureandtheNeoliberalCityTopicC June29-30 SportingCommunitiesTopicD July1-july5 TheImaginedSportingNation July4 IndependenceDayHoliday(nocourserequirements)CumulativeEssay

July6 CumulativeEssay:ResearchingandWritingDayI July7 CumulativeEssay:ResearchingandWritingDayII July8 CumulativeEssay:ResearchingandWritingDayII June22 CumulativeEssay:SubmissionDeadline–11.59pmETviaCanvasSa

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SessionOutlineNote:Numbersinbracketsafterlearningobjectivesshowlinkagebetweenmaterialcoveredineachsessionandthenumberedcourseandprogramcompetenciesshownatthebeginningofthissyllabus.

Session1 June1-2ModuleITopicA:SportandtheSociologicalImaginationTheaimofthisintroductorytopicofthecourseistointroducestudentstotheneedtounderstandsportasa,contextuallyspecific,socialconstruct.FollowingthedirectionsofC.WrightMills(seeright),thiswillinvolveencouragingthedevelopmentofasportingsociologicalimaginationthroughwhichitispossibletodiscernhowsportcanonlybeunderstood,andisindeedonlyexperienced,inrelationtothebroaderforces(cultural,political,andeconomic)thathavecometodominateanddefinecontemporaryAmericanexistence.

KNES287CourseLearningObjectivesforTopic:1,2,5,6KinesiologyLearningObjectivesforTopic:1,2,3,4RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:Reading I: Andrews, D. L. (2006). Situating sport. In Sport-Commerce-Culture: Essays on sport in latecapitalistAmerica(pp.1-12).NewYork:PeterLang.ReadingII:Sinnott,J.,&McGowan,T.(2013,June15).LanceArmstrong’sdemise:Howanall-Americanherofelltoearth.CNN.com.Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session2 June3-6ModuleITopicB:SportandtheNeoliberalPoliticalOrderThistopicfurtherstheunderstandingofthepracticeofsportingmapping;theuseofthesociologicalimaginationinmakinglinkagesbetweensportandsociety.Specifically,itfocusesontherelationshipbetweensportandthepoliticaldimensionsofcontemporaryexistence.Politicherebybeingunderstoodasthestructures,processes,andpracticesofgovernance;andpoliticalpowerbeingtheabilitytocontrol,shape,andregulatepeople’slives.Thefocusofthediscussionistherelationshipbetweensportandtheneo-liberalpoliticalorder.

KNES287CourseLearningObjectivesforTopic:1,2,5,6KinesiologyLearningObjectivesforTopic:1,2,4 Sa

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RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:ReadingI:Coakley,J.(2011).Ideologyjustdoesn’thappen:Sportsandneoliberalism.JournalofALESDE,1(1),67-84.Reading II: Friedman, J.M. (2007, September 1). U.S. Funding of Olympic athletes a private andcommunityaffair.America.gov.Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session3 June7-8ModuleITopicC:TheCulturalEconomyofSportThistopicutilizesthesportingsociologicalimaginationtodevelopanunderstandingoftheinter-relationshipbetweensport,theeconomy,andeconomicsystems.Focusingonthecontemporaryculturalcapitalistsystem,anunderstandingoftheprocessesofcommercializationandcorporatizationaredeveloped.Thisentailsadiscussionofthecorporatesportmodel,andleadstoanexaminationoftheWeberianinfluencedunderstandingoftheprocessofMcDonaldization,andhowitrelatestothestructureandexperienceofbothcorporatesportandthefitnessindustry.KNES287CourseLearningObjectivesforTopic:1,2,5,6KinesiologyLearningObjectivesforTopic:1,2,4RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:ReadingI:Beamish,R.,&Ritchie,I.(2006).“Sport,”health,andharmtotheathlete;.InFastest,highest,strongest:acritiqueofhigh-performancesport(pp.122-125,p.135).Abingdon,Oxon:Routledge.ReadingII:Korth,J.(2006,June29).Ahugeproblem:Strengthisn'tenough:NFLlinemenhavetobesobig,theirhealthmaybeatrisk,TheTampaBayTimes.ReadingIII:Barnwell,B.(2012,August16).Meremortals:WhatwelearnedbycomparingthemortalityratesofbaseballplayersandtheirNFLcounterparts.Grantland(ESPN.com).Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session4 June9-10ModuleITopicD:SocietyoftheSportingSpectacleThistopicfocusesonthecomplexinterconnectionslinkingsportandthecommercialmassmedia.Inthisway,whilethedirectrelationshipisbetweensportandculture,thisweek’sfocusalsodemonstratesclearlinkageswithpolitical,economic,andtechnologicaldimensionsofcontemporarysociety.FocusesonDebord’sunderstandingofthesocietyofthespectacle,anditsrelevanceforunderstandinglatecapitalistsportculture,particularlyasitrelatestothemanufactureofmediatesportingevents,celebrities,andbrands.KNES287CourseLearningObjectivesforTopic:1,2,5,6Sa

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KinesiologyLearningObjectivesforTopic:1,2,4RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:Reading I:Andrews, D. L. (2006a). That’s Sportainment! Sport-Commerce-Culture: Essays on Sport inLateCapitalistAmerica(pp.41-52).NewYork:PeterLang.Reading II: Dickson, G., & Schofield, G. (2005). Globalization and globesity: The impact of the 2008BeijingOlympicsinChina.InternationalJournalofSportManagementandMarketing,1(1-2),169-179.Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session5 June13-14ModuleIITopicA:Power,Sport,andMasculinitiesThistopicfocusesontheintroducingtherelationshipbetweenphysicalcultureandthesocio-culturallyconstructed,andperformativenature,ofgenderandgenderdifference.Thisleadstoanexaminationofthehyper-masculineorientationofcontemporarysportculture,withspecificattentionpaidtothevariouswaysthatinvolvementwithsport/physicalactivitycontributestotheembodiedperformanceandnormalizationoftraditionalunderstandingsofmasculinity.KNES287CourseLearningObjectivesforTopic:3,4,5,6KinesiologyLearningObjectivesforTopic:1,2,3,4

RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:ReadingI:Messner,M.(2002).PlayingCenter:TheTriadofViolence. InMen’sSportsTakingthefield:Women,men,andsports(pp.27-61).Minneapolis:UniversityofMinnesotaPress.Reading II: Denison, J. (2002, March 1). Is it safe in the locker room? The Times Higher EducationSupplement,p.17.Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session6 June15-16ModuleIITopicB:SportingFemininitiesandBodyHierarchiesThistopicfocusesontherelationshipbetweensocialpowerrelations,thevariousdimensionsofphysicalculture,andtheembodiedperformanceoffemininity.Thisincludesadiscussionofthesocialandculturalconstructionoffemininebodyperformance,bothintermsoffeminineform(shape)andfunction(practice).Thisprocessisrelatedtosportandexerciseculturesasthecontextsthroughwhichwomen’sbodiesbecomemanifestinparticularways.Highlightsexamplesofembodiedfemininitywhichbothreproduce,andchallenge,traditionalcodesandconventionsoffemininity.KNES287CourseLearningObjectivesforTopic:3,4,5,6 Sa

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KinesiologyLearningObjectivesforTopic:1,2,3,4

RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:Reading I:Roth,A.,&Basow, S. A. (2004). Femininity, Sports, and Feminism:Developing a TheoryofPhysicalLiberation.JournalofSport&SocialIssues,28(3),245-265.ReadingII:Meyers,D.(2012,July26).HappyGirl,SadGirl:ShawnJohnsonAndDominiqueMoceanuTellTheTwoStoriesPeopleWantFromTheirSport.Deadspin.comAssignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session7 June17-20ModuleIITopicC:Sport,Habitus,andSocialClassThistopicfocusesontherelationshipbetweensocialclassandphysicalactivity.Inspecificterms,itexamineshowsocialclassdifferencesarereproducedandperformedthroughsportandphysicalactivity.Thisisachievedbydevelopinganunderstandingofsocialclassandlinkingittovarioushealthandlifestyleindicators.Bourdieu’snotionsofcaptialandclasshabitusarethenintroducedasameansofexplainingthedifferentialmotivationsfor,andexperiencesof,physicalactivitydisplayedbyworking,middle,andupperclassgroupings.KNES287CourseLearningObjectivesforTopic:3,4,5,6KinesiologyLearningObjectivesforTopic:1,2,3,4

RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:Reading I: Swanson, L. (2009). Soccer Fields of Cultural [Re]Production: Creating "Good Boys" inSuburbanAmerica.SociologyofSportJournal,26(3),404-424.Reading2:Bourdieu,P.(1978).Sportandsocialclass.SocialScienceInformation,17(6),819-840.Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session8 June21-22ModuleIITopicD:Race,Ethnicity,andSportingDifferenceThistopicfocusesontherelationshipbetweenethnicity,sport,andphysicalactivity.Thisisdoneinitiallybyhighlightingtheproblematicnatureofraceasanexplanatorycategory.Thisleadstoadiscussionofethnicityandethnicdifferenceasthecategoriesconstitutedoftentimesthroughhistoriesandexperiencesofracebaseddiscrimination.IllustratestheplacesofsportandphysicalactivitywithinEuropeanAmerican,AfricanAmerican,NativeAmerican,andHispanicAmericanethnicities.Highlightstherelationshipbetweenethnicityandsocialclass,andtherelevanceofBourdieu’s�heorizingforunderstandingethnicexperiencesofsportandphysicalactivity.KNES287CourseLearningObjectivesforTopic:3,4,5,6Sa

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KinesiologyLearningObjectivesforTopic:1,2,3,4

RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:Reading1:Boeck,G.(2007,February23).NativeAmericanathletesfaceimposinghurdles.USAToday.Reading 2: Singer, J. N., & May, R. A. B. (2011). The career trajectory of a Black male high schoolbasketball player: A social reproduction perspective. International Review for the Sociology of Sport,46(3),299-314.Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session9 June23-24ModuleIIITopicA:ThePerformanceofSportSubculturesThistopicfocusesonthestructure,role,andexperienceofsportsubcultures.Thisisdonebyexaminingthevariousdimensionsanditerationsofsubcultures,andthroughspecificrecoursetothefootballhooligansubculture,whichhasbeenthefocusofconsiderbaleresearch.Thevarioustheissuesrelatedtotraditionalsubculturalanalysisandtheoryarethendiscussed,leadingtoanexaminationofalternative/lifestylesportsubcultures(specificallywindsurfing,surfing,skateboarding,freerunning,andyoga),eachofwhichdisplaystensionsbetweensubculturalconstitutionandcommercialcolonization.KNES287CourseLearningObjectivesforTopic:3,4,5,6KinesiologyLearningObjectivesforTopic:1,2,4

RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:Reading I:Breivik, G. (2010). Trends in adventure sports in a post-modern society. Sport in Society:Cultures,Commerce,Media,Politics,13(2),260-273.ReadingII:Higgins,M.(2009,June22).Roughwaves,tougherbeachers.TheNewYorkTimes.Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session10 June27-28ModuleIIITopicB:PhysicalCultureandtheNeoliberalCityThistopicfocusesontherelationshipbetweenphysicalcultureandtheneoliberalcity,focusingspecificallyonBaltimore.Thisexaminationunpacksthestructureandinfluenceofsportwithinentrepreneurialregimesofcitygovernance,thatkeyonthereinventionofthecity,atleastpartially,aroundcorporatesportspectacles,andtheconcomitantretrenchmentinpublicprovisionforsportandphysicalactivity.Thisinvolvesidentifyingthedifferentialexperiencesofsportandphysicalculturewithintherenaissance,suburban,andunderclassspacesandpopulationsthatconstitutethecontemporarypost-industrialcity.KNES287CourseLearningObjectivesforTopic:3,4,5,6Sa

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KinesiologyLearningObjectivesforTopic:1,2,4

RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:Reading I:Farrey, T. (2009). The greatest city inAmerica: Baltimore,Maryland. InGameon:How thepressuretowinatallcostsendangersyouthsports,andwhatparentscandoaboutit(pp.227-251):ESPNBooks.Reading II: DeMause, N. (2011).Why DoMayors Love Sports Stadiums? Public subsidies for sportsfacilitiesareagreatdealforeveryoneinvolved—exceptthepublic.TheNation,14-17.Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session11 June29-30ModuleIIITopicC:SportingCommunitiesThistopicfocusesontherelationshipbetweensportandthemanifestationsandexperienceofcommunity.Theconceptsofcommunityandcommunitasareintroduced,andtheirrelationshiptorepresentativesportcultureisoutlined.Introducestheconceptoftheorganicsportcommunity,asconstitutedthroughsmalltown,prolongedandextensiveface-to-facesocialinteractions,throughwhichindividualsderiveasenseofcollectiveaffinityandbelonging.Developstheconceptoftheextended/metropolitancommunity,asconstitutedthroughlargelyimaginedcollectiveaffinitiesthroughwhichindividualsgarnerasymbolicsenseofcollectiveandcommunalbelonging. KNES287CourseLearningObjectivesforTopic:3,4,5,6KinesiologyLearningObjectivesforTopic:1,2,4

RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:ReadingI:Foley,D.E.(1990).ThegreatAmericanfootbalritual:Reproducingrace,class,andgenderinequality.SociologyofSportJournal,7(2),111-135.ReadingII:Webb,S.(nodate).Mytown:Gymsandthemakingofsmall-townAmerica.WMOnline(WabashCollege,IN).Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

Session12 July1-5ModuleIIITopicD:TheImaginedSportingNationThistopicfocusesontherelationshipbetweensport,thenation,nationalidentity,andnationalismswithcontemporaryAmerica.Theconceptofthenationasanimaginedcommunityisdeveloped,andtheplaceofsportwithintheinventionofnationalidentityishighlighted.Thecontextspecificnatureofthenation,nationalidentity,andnationalismsisdiscussed,illustratedbytherelationshipbetweensportandtheAmericannationinthepost-9/11context.Illustratesthecloserelationshipbetweensportandthemilitaryasexpressionsofnationalidentitywithinthecontemporarycontext,anddiscussesvariousexamplesofcontemporarysportingnationalisms.Sa

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KNES287CourseLearningObjectivesforTopic:3,4,5,6KinesiologyLearningObjectivesforTopic:1,2,4

RequiredReadings[SUBJECTTOCHANGE-CHECKWEBSITE]:ReadingI:Butterworth,M.(2008).FoxSports,SuperBowlXLII,andtheAffirmationofAmericanReligion.JournalofSportandSocialIssues,32(3),318-323.ReadingII:Jenkins,T.(2013,June31).Whenwecheerforourteam,dowehavetocheerforAmerica,too?TheWashingtonPost.Assignments:Thismaterialwillbeassessedduringthetopicquizandtopicmini-essay,andwillalsoprovidecontentthatcouldbeusedwithinthecumulativeessayduesonJune22.

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CourseRequirements:(forfurtherdetailsseethecoursewebsite):I.STRUCTUREThecourseisdividedinto3modules,withfourtopicscoveredineachmodule.ThecourseisstructuredinsuchawaythateachtopiciscoveredoverthecourseofTWODAYS.†Onthedaysassignedtoaspecifictopic,studentsareexpectedtocompletethefollowingelementsinthefollowingorder:

DAYONE:1.View/listentothetopicpodcast.2.Viewrelatedvideoclips.3.Readtheassignedtopicreadings.4.Completeatopicquiz(viaCanvas).DAYTWO:1.Submitaresponsetothetopicmini-essay(viaCanvas).

II.ASSESSMENTStudentswillbeassessedonthefollowingcoursecomponents:

1.TopicQuizzes(12x3%=36%offinalgrade)2.TopicMini-Essays(12x3%=36%offinalgrade)3.CumulativeEssay(1x28%=28%offinalgrade)

PLEASENOTE:Thetopicquizzes,topicmini-essays,andcumulativeessaywillbetaken/submittedthroughtheCANVAS/ELMSwebsite.

1.TopicQuizzes(12x3%=36%offinalgrade)Foreachtopicwithinthecourseyouwillbeexpectedtotakeatopicquiz.a.HOWANDWHENTOTAKETOPICQUIZZESTopicquizzesaretakenviatheCanvaswebsite,alinkforeachtopicquizcanbefoundonthewebpageforthetopic.Studentsmusttakethetopicquizbetween12.00amand11.59pmontheFIRSTdayassignedtothetopic.Ifyoufailtocompletethequizbythistime,youwillnotreceivecreditforit.b.FORMATOFTHETOPICQUIZSa

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Thetopicquizzescompriseof10multiplechoicequestions,whichwilltesttheknowledgeoftopicthepodcast,videoclips,andreadings.Onceyoubeginthemultiplechoicesectionyouwillhaveamaximumof15minutestocompleteit.Havingcompletedaquestion,youarenotallowedtoreturntoit.Themultiplechoicequestionsareselectedfromaquestionbankforeachmodule,andaregeneratedinarandomorderspecifictoeachindividualexamtaker.

2.TopicMini-Essays(12x3%=36%ofFinalGrade)Foreachtopicwithinthecourseyouarealsoexpectedtocompleteatopicmini-essay.Itisexpectedthatyouwillcompletethetopicmini-essayhavingfirst:i)viewedthetopicpodcast;ii)watchedrelatedvideoclips;iii)readassignedtopicreadings;and,iv)takenthetopicquiz.a.HOWANDWHENTOSUBMITTOPICMINI-ESSAYSTopicmini-essaysaresubmittedviatheCanvaswebsite,alinkforeachmini-essaycanbefoundonthewebpageforthetopic.Youmustsubmityourtopicmini-essayvia"TEXTENTRY"ontheCanvaswebsite.Thismeansyoushouldcomposeyourmini-essayinawordprocessingapplication,SAVEIT,cutandpasteitintothetextentrybox,andthensubmitit.Studentsmustsubmitthetopicmini-essaybetween12.00amand11.59pmontheSECONDdayassignedtothetopic.Ifyoufailtosubmitthetopicmini-essaybythistime,youwillnotreceivecreditforit.b.FORMATOFTOPICMINI-ESSAYSYourtopicmini-essaysshouldbeadirectandcomprehensiveresponsetothequestionposed.Eachtopicmini-essayshouldbebetween400and500words.Thetopicmini-essayshouldincludeacompletereferencelistofalltheworkscited(eitherdirectlyquotedorparaphrased)withinthemini-essay.Clickherefordetailsofcitationandreferencingguidelines.Thisreferencelistisnotincludedwithinthe400-500wordcountforthemini-essay.c.EXPECTATIONSFORTOPICMINI-ESSAYSInansweringtopicmini-essayquestionsyouareexpectedtoengageandextendthematerial/concepts/informationcoveredwithinthetopic(inthepodcast,relevantvideoclips,andassignedreadings).Thetopicmini-essayswillbegradedaccordingtothefollowingcriteria: Sa

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3.CumulativeEssay(1x28%=28%ofFinalGrade)Thefinalassignmentforthiscourseistoanswerthefollowingcumulativeessayquestion,whichcanbesubmittedviaCanvas:"Usingconcepts,theories,andinsightsdrawnfromacrossthe3modulesofthecourse,discussspecificwaysthatsport/physicalcultureactsasbothaproducerandproductofcontemporaryAmericansociety.Inotherwords,illustratehowsport/physicalculturebothshapesandisshapedbythestructures,processes,bodies,identities,collectivities,andspaces,thatcharacterisethecontemporaryAmericancondition."Thecumulativeessayshouldbeaminimumof2,000words.Thiscumulativeessayisaforumforyoutoengageandinegratethematerial/concepts/informationcoveredwithintheENTIRECOURSE(inthepodcast,relevantvideoclips,andassignedreadings).However,youarealsoexpectedtoEXTENDthisunderstandingbycarryingoutRESEARCHintotheacademicliteraturerelatedtothetopicscoveredinthecourse.a.HOWANDWHENTOSUBMITTHECUMULATIVEESSAYTheCUMULATIVEESSAYshouldbesubmittedvia"FileUpload"ontheCanvaswebpage.Thismeansthatyouareexpectedtowritethecumulativeessayinawordprocessingapplication,andthenSAVEITASAFILEinthefollowingformat:LASTNAME287(i.e.ANDREWS287).YoumustthenUPLOADthesavedfileontheCanvasCumulativeEssaypage.Youhaveuntil11.59pmETonFridayJuly8tocompletethecumulativeessayquestionandsubmititviaCanvas.Nocumulativeessayswillbeacceptedafterthisdeadline.b.FORMATOFTHECUMULATIVEESSAYEachCUMULATIVESSAYshouldincludethefollowingelements:1.CumulativeEssayQuestion/StudentName(notincludedwithinthe2,000wordcount) Sa

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2.BodyofText:Aminimumofa2,000wordresponsetothequestionsposedbytheassignment(structuredaccordingtotheevaluationcriteriaoutlinedontherelevantpagethecoursewebsite)3.AfullReferenceListincludingalltheworkscited(eitherthroughdirectquotationorparaphrasing)inthebodyoftheassignment.ThisReferenceListshouldusetheformatoutlinedintheStyleandFormatpageofthecoursewebsite(again,notincludedwithinthe2,000wordcount).c.EXPECTATIONSFORTHECUMULATIVEESSAYWhengeneratingcumulativeessayresponsesitisfullyexpectedthatyouwilluse--andreferenceaccordingly--pertinentconceptsandideasdrawnfrompodcasts,readings,andvideoclips.Inaddition,youareexpectedtoutilizeinformationrelevantconceptsandideasderivedfromyourownresearchintotherelevantacademicliterature,thisshouldincludetheuseofaminimumofTHREEadditionalacademicsources(journalarticles,books,orbookchapters)inadditiontothoseassignedwithinthecourse.Thecumulativewillbegradedaccordingtothefollowingcriteria:

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III.GRADINGPROCEDURESANDSCHEMAGradeswillbeacalculatedaccordingtothefollowingcomponents:

Pleasenote:IndividualgradescanbeaccessedthroughtheCanvas/ElmswebsiteGradeswillbeawardedbasedonthefollowingschema:

Althoughtherearespecificgradingcriteriaonthecoursewebsiteforeachofthemajorformsofassessmentusedinthecourse,asageneralrule,youcanexpecttogainthefollowinggradesbasedonyourparticularusageoftherelevantsourcesofinformation:Sa

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A:Toachievethissuperiorgradeinansweringquestionsyoumust,demonstrateacogentunderstandingof,synthesize,andappropriatelyarticulate,alltherelevantmaterialfromlectures,readings,videoclips,discussions,anyadditionalsourcesyouhaveunearthedasaresultofyourindividualresearch.B:WorkattainingthisgradewillincorporatealloftheexpectationsofAgradeassignments,apartfromtheadditionalsourcesyouhaveunearthedasaresultofyourindividualresearch.C:Workattainingthisgradewillincorporatesomebutnotalltherelevantmaterialfromlectures,readings,videoclips,anddiscussions,whichyouwillbeexpectedtosynthesize,andproperlyarticulateinansweringquestions.D:Workattainingthisgradewillbedevoidofreferences/citationstoeithertherelevantmaterialfromlectures,readings,videoclips,discussion,oranyadditionalsources.Inotherwords,ifyouwishtowritepapersbasedonpurelypersonalobservations/interpretations,thisisthegradeyouwillreceive.F:Thisgradeisreservedforworknothandedinontime,oratall.EVIDENTLYTHEABILITYTOARTICULATE,INTEGRATE,ANDSYNTHESIZEVARIOUSSOURCESWITHINYOURWRITTENWORKISTHEKEYTOSECURINGASUPERIORGRADE.CoursePolicies:

ClassParticipationTheUniversitypolicyonattendanceisavailableathttp://www.testudo.umd.edu/soc/atedasse.htmlandintheUndergraduateCatalogThispolicyincludesinformationaboutoverallclassparticipationincluding:religiousholidays,inclementweather,excusedabsences,makeupexam.AbsencePolicyItisthepolicyoftheuniversitytoexcusetheabsencesofstudentsthatresultfromthefollowingcauses:illnessofthestudent,orillnessofadependentasdefinedbyBoardofRegentspolicyonfamilyandmedicalleave;religiousobservance(wherethenatureoftheobservancepreventsthestudentfrombeingpresentduringtheclassperiod);participationinuniversityactivitiesattherequestofuniversityauthorities;andcompellingcircumstancebeyondthestudentscontrol.Studentsclaimingexcusedabsencemustapplyinwritingandfurnishdocumentarysupportfortheirassertionthatabsenceresultedfromoneofthesecauses.Inaccordancewithuniversitypolicy,ifyouareabsentforasinglelectureduetoillnessorsomeformofpersonalorfamilyemergency,thisabsencewillbeconsidered“excused”andtheinstructorwillacceptanotefromyou,attestingtothedateoftheillness/incident,alongwithanacknowledgementthattheinformationistrue.Wheneverfeasible,youshouldtrytocontacttheinstructorinadvance.MajorScheduledGradingEventsandProlongedAbsences.StudentswhomissaMajorScheduledGradingEventdueanyUniversityexcusedabsencemustprovideappropriatedocumentation.StudentswhomissMajorScheduledGradingEventduetoillnessorwhohaveaprolongedabsenceduetoillness(multipleconsecutiveabsencesduetothesameillness)shallberequiredtoprovidehisorherinstructorwithwrittendocumentationoftheillnessfromtheUniversityHealthCenterorfromhisorherownhealthcareprovider.TheUniversityHealthCenterorhealthcareprovidershallverifydatesoftreatmentandindicatethedatesthestudentwasunabletomeetacademicresponsibilities.Forcompleteinformationontheuniversity’sabsencepolicyseehttp://www.president.umd.edu/policies/v100g.htmlSa

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andtheUndergraduateCatalogathttp://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1540Email–TheOfficialUniversityCorrespondence:Verifyyouremailaddressbygoingtowww.my.umd.edu.AllenrolledstudentsareprovidedaccesstotheUniversity’semailsystemandanemailaccount.AllofficialUniversityemailcommunicationwillbesenttothisemailaddress(oranalternateaddressifprovidedbythestudent).Emailhasbeenadoptedastheprimarymeansforsendingofficialcommunicationstostudents,soemailmustbecheckedonaregularbasis.Academicadvisors,faculty,andcampusadministrativeofficesuseemailtocommunicateimportantandtime-sensitivenotices.Studentsareresponsibleforkeepingtheiremailaddressuptodateorforredirectingorforwardingemailtoanotheraddress.Failuretocheckemail,errorsinforwardingemail,andreturnedemail(from“fullmailbox”or“unknownuser”errorsforexample),willnotexcuseastudentfrommissingUniversityannouncement,messages,deadlines,etc.Emailaddressescanbequicklyandeasilyupdatedatwww.my.umd.eduorin-personattheStudentServiceCounteronthefirstflooroftheMitchellBuilding.FortechnicalsupportforUniversityemail:www.helpdesk.umd.eduorcall301-405-1400.

LateworkandMissedExams/Assignments:IMPORTANT:Pleasereadthefollowingcarefully;1.Ifyoufailtocontributetothetopicmessageboardsduringthescheduledtimesyouwillnotreceivecreditforyourpostings.2.Lateassignmentsmaynotbemadeup,andifyoufailtosubmitthembythestateddeadlinesyouwillnotreceivecreditforyourassignments.

ReligiousObservances:TheUniversitySystemofMarylandpolicyprovidesthatstudentsshouldnotbepenalizedbecauseofobservancesoftheirreligiousbeliefs;studentsshallbegivenanopportunity,wheneverfeasible,tomakeupwithinareasonabletimeanyacademicassignmentthatismissedduetoindividualparticipationinreligiousobservances.Itisthestudent’sresponsibilitytoinformtheinstructoratthebeginningofthesemesteroratleastoneweekinadvanceofanyintendedabsencesforreligiousobservance.ThepolicythatincludesinformationaboutReligiousObservanceisavailableat:http://www.president.umd.edu/policies/iii510a.htmlSpecialAccommodations/DisabilitySupportServices:Ifyouhaveadocumenteddisabilityandwishtodiscussacademicaccommodationsfortesttakingorotherneeds,youwillneeddocumentationfromDisabilitySupportService(301-314-7682).Ifyouareillorencounteringpersonaldifficulties,pleaselettheinstructorknowassoonaspossible.YoucanalsocontactLearningAssistanceServices(301-314-7693)and/ortheCounselingCenter(301-314-7651)forassistance.TheUniversityservicesforstudentswithdisabilitiesisavailableon:http://www.counseling.umd.edu/DSS/avail_services.htmlAcademicIntegrity:TheUniversity'scodeofacademicintegrityisdesignedtoensurethattheprincipleofacademichonestyisupheld.Anyofthefollowingacts,whencommittedbyastudent,constitutesacademicdishonesty:

• CHEATING:intentionallyusingorattemptingtouseunauthorizedmaterials,information,orstudyaidsinanacademicexercise.

• FABRICATION:intentionalandunauthorizedfalsificationorinventionofanyinformationorcitationinanacademicexercise.

• FACILITATINGACADEMICDISHONESTY:intentionallyorknowinglyhelpingorattemptingtohelpanothertoviolateanyprovisionofthiscode.

• PLAGIARISM:intentionallyorknowinglyrepresentingthewordsorideasofanotherasone'sowninanyacademicexercise.

Formoreinformationsee:http://www.shc.umd.edu/code.html.Sa

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TheHonorPledgeisastatementundergraduateandgraduatestudentsshouldbeaskedtowritebyhandandsignonexaminations,papers,orotheracademicassignments.ThePledgereads:IpledgeonmyhonorthatIhavenotgivenorreceivedanyunauthorizedassistanceonthisassignment/examination.

TheUniversityofMaryland,CollegeParkhasanationallyrecognizedCodeofAcademicIntegrity,administeredbytheStudentHonorCouncil.ThisCodesetsstandardsforacademicintegrityatMarylandforallundergraduateandgraduatestudents.Asastudentyouareresponsibleforupholdingthesestandardsforthiscourse.Itisveryimportantforyoutobeawareoftheconsequencesofcheating,fabrication,facilitation,andplagiarism.FormoreinformationontheCodeofAcademicIntegrityortheStudentHonorCouncil,pleasevisithttp://www.shc.umd.edu.InclementWeather/UniversityClosings:IntheeventthattheUniversityisclosedforanemergencyorextendedperiodoftime,theinstructorwillcommunicatetostudentsregardingscheduleadjustments,includingreschedulingofexaminationsandassignmentsduetoinclementweatherandcampusemergencies.Officialclosuresanddelaysareannouncedonthecampuswebsite(http://www.umd.edu)andsnowphoneline(301-405-SNOW),aswellaslocalradioandTVstations.

EarlyWarningGrades:EarlywarninggradeswillbesubmittedforthoseundergraduatestudentswhoarenewlyenrolledatMaryland.Thesegradesareanimportantcomponentofourretentioneffortsastheyprovidetimelyfeedbacktothosestudentswhoareunfamiliarwithouracademicexpectations.Alettergradeor“satisfactory/unsatisfactory”(S/U)marksmaybesubmitted.CourseEvaluations:TheUniversity,theSchoolofPublicHealth,andtheDepartmentofKinesiologyarecommittedtotheuseofstudentcourseevaluationsforimprovingthestudentexperience,courseandcurriculumdelivery,andfacultyinstruction.Yourevaluationshelpinstructorsimprovetheircourses;helpdeansanddepartmentchairsdecideonmeritpayforfaculty,renewalofcontracts,andsupporttenureandpromotiondecisions;andhelpcurrentandfuturestudentsdecideonclasses.Thesystem(www.CourseEvalUM.umd.edu)willopentowardtheendofthesemesterandclosepriortofinalexams;specificdateswillbeannouncedduringthesemester.YourparticipationintheevaluationofcoursesthroughCourseEvalUMisaresponsibilityyouholdasastudentmemberofouracademiccommunity.YourfeedbackisconfidentialandimportanttotheimprovementofteachingandlearningattheUniversityBycompletingallofyourevaluationseachsemester,youwillhavetheprivilegeofaccessingthesummaryreportsforthousandsofcoursesonlineatTestudo.____________________________________________________________________________________________

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