The Culture of Moving Dots

Here is a video of “The Culture of Moving Dots: Toward a History of Counting and of What Counts in Basketball,” a public presentation I gave last week at a workshop on “Doing Sport History in the Digital Present.” The workshop was sponsored by the North American Society for Sport History and the Georgia Tech Sport, Society, and Technology Program. A few people who couldn’t be there had asked if I could make it available.

The presentation was a distillation of a longer scholarly essay I wrote for the workshop which I expect will be published in the Journal of Sport History.  But as I did the research for that I really became so fascinated with the topic that it has become the seed of what I envision as my next book, a companion volume to my recently published book, Ball Don’t Lie! Myth, Genealogy, and Invention in the Cultures of Basketball that I’m calling, for the moment anyway, Numbers Don’t Lie! A History of Counting and What Counts in the Cultures of Basketball. It will situate the analytics movement in basketball in broader frameworks of statistical reasoning in sports, measurement and statistics in scientific culture in the west, the use of digital technologies in the age of Big Data, and, as usual, the cultural and political dimensions of hoops.

Because the project is in its initial stages, I’m especially eager to get constructive feedback on it.  So as always, but more than usual, leave me comments or shoot me an e-mail.

Integrating Academics and Athletics in the American College and University

Last week I spoke at Oberlin College, where the Athletics Department had invited me to share some of my ideas on this topic.

The turnout was impressive, the audience engaged and responsive, and the questions important and intelligent. I really had a blast exchanging ideas with this wonderful community.

And, they taped it, so I can share it with you as well. I hope you’ll check it out and let me know what you think.

(FYI: My friend, Oberlin’s Associate Men’s Basketball Coach Tim McCrory does a short funny intro first, then I go for about 35 minutes, followed by the QA).

I really enjoyed trying to create a quasi-documentary experience for the audience (ever experimenting to try to improve my lecturing technique).  And I learned a lot preparing for it, and thinking about the differences, and some surprising similarities, between the issues facing a DI FBS school like Michigan and those facing a DIII school like Oberlin.

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Image from, explaining the difference between Division I and Division III.

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Time Demands Comparison DI vs. DIII