Free Running: How to Fix the Sports Machine

parkourtease2_0Today I wrapped up my second go around with Global Sports Cultures (a/k/a Comparative Literature 100) with a final lecture on free running, specifically on the youth group known as PK Gaza.

Throughout the semester we’ve been using a variety of lenses to look at the intersection between sports, society, and culture (including art).  In the process, I introduced the idea of the “sports machine” to refer to this complex and to get students to think pragmatically and critically about what they use this machine for and how they might engage it in ways that maximize its positive outputs while minimizing, or at least becoming more conscious of, its negative byproducts.

I wanted to use the example of free running as a way to suggest what I think of as one exemplary way, if not to fix the sports machine (as I provocatively titled my lecture), then at least to operate within it in a way that augments the possibilities for human freedom, joy, and beauty that sports promises and can deliver. Students viewed a video that PK Gaza posted (which I show in the lecture below) and read some journalistic and scholarly accounts of parkour and free running.

I think the lecture is pretty self-contained, but if you there are some references to previous lectures, most of which you can find here (I still have one from last week to add, on power and autonomy at the 1968 Summer Olympics).

I was very proud of this lecture, which I felt really did a great job of tying together and shedding new light on a number of recurrent themes from the course, while leaving students with some thought provoking challenges to take with them.

Here is the link to the lecture.

Troubleshooting the Sports Machine (Global Sports Cultures, 1st Lecture)

Yesterday I gave my first lecture in Global Sports Cultures (Comparative Literature 100).  After teaching the course for the first time last year, I retooled the syllabus both to make the material more concrete by prioritizing certain figures and moments as primary focal points for each week’s studies and also to facilitate my making my lectures more accessible, and more interactive.  I also put lots of time into creating an interactive online course concept map as a resource for students looking to find more about particular facts, ideas, or personalities or to explore comparative connections from week to week.  It’s still in progress, but I’m including it here below because I think it could a very valuable tool, and I certainly have been learning a lot putting it together. The image below gives you an idea of what that looks like (each of those “Thought” boxes is clickable and contains more specific thoughts), but feel free click here if you want to explore the course concepts for yourself.

Screenshot 2015-09-15 07.47.23
The fact is, I vastly prefer small groups and open-ended discussion.  But, as I told the students yesterday, we are at the University of Michigan and our administration wants us to have a certain ratio of student credit hours per faculty position: so here we are, 172 of them and me.  I’m not there yet, but I’m trying to find ways to flip this beast.

My goal for the first week’s lecture was pretty simple: to get them to use their own experiences and feelings about sport together with the readings they’d already done in order to get to three ideas: 1) that sports may be understood as a machine for delivering certain positive effects; 2) that it may not be running as well as it could; 3) that this class was about developing certain diagnostic skills and tools to begin to troubleshoot and fix the sports machine.  To aid me in this process, I prepared a power point presentation (I know, I usually hate them to, especially giving them) with some video clips and images that I thought would provide more concrete and so impactful ways for them to think about the positive and the negative effects of the sports machine.

I’m always nervous on the first day, but was even more so yesterday because: 1) 172 adolescent students in a big auditoriums; 2) technology; 3) trying to persuade sports fans that thinking critically about sports won’t ruin their love of sports.  But I donned my professorial uniform of khaki chinos and a navy blazer, laced up my pink Chuck Taylors and bravely stepped into the arena.


The sound didn’t work on the powerpoint videos, which in one case was truly disappointing to me, but I think I rebounded from that pretty well.  By 9 pm on the day of lecture, students are required to post to a course website one quote from their lecture notes and then to explain why they selected it.  These went up pretty quickly yesterday afternoon and I was very heartened to see that many, if not most, of the students had chosen the sports is a machine metaphor and explained the choice by confessing they’d never really thought about it that way (or even really thought negatively about sports—one of them reported that this was the first time taking a sports-related course at Michigan that he’d heard a professor refer to a negative side to sports) and expressing their excitement to roll up their sleeves, pick up their tools, and get under the hood.

You can see for yourself what you think here.  A couple of technical notes, I’m sorry that, as I said, the sound on some of the videos didn’t work.  I’ll figure that out before next week.  And I’m sorry also that the only images are of the power point slide (if anyone care about that).  I’m going to try to change that setting as well so we get both the slides and the classroom.  Lastly, I’m sharing this in part because I welcome feedback, whether from students or other individuals who might, if they were at Michigan, take a course like this or from other teachers.  If you have suggestions that aren’t too terrifying and don’t make me feel defensive, I will most definitely consider them.  So, please click the link below, and enjoy!

Trouble Shooting the Sports Machine (Lecture 1, Global Sports Cultures, September 14, 2015)


Why We Should Have a Sports Studies Major

I’ve been fortunate to get to expand my repertoire of courses in sports studies over the past few years from Cultures of Basketball to Global Sports Cultures to Writing the Sporting Body.  In this time, my colleagues in the Residential College and the Department of Comparative Literature at Michigan have been supportive and for that I feel both fortunate and grateful.  But it’s important to emphasize that their support is neither a matter of chance nor of charity.  My colleagues are all exceptional scholars and teachers, with rigorous standards for research, pedagogy, and the curriculum.  Their support for the courses I’ve been developing has come because—not despite—their intelligence, integrity and commitment to higher education.  In other words, these courses exist and flourish because scholars with no special personal interest in athletics per se believe that athletics is a valuable object of study for humanities students. Read more

To Protest or Not to Protest: Is that the Question? On Hamlet and Athletic Politics

Some of you know that I was recently honored to participate in an American Studies Association round table discussion on athletic resistance and fan pleasure.  Other panelists included Jennifer Doyle, Sarah Jackson, Ben Carrington and Harry Edwards.  Our organizer, Professor David Leonard of Washington State University, asked each of the panelists to prepare a 5 minute response to the  following initial question:   “Today’s sportscape is defined by the constant solicitation, maintenance, and fulfillment of fan pleasure.  It is equally defined by a far reaching platform afforded to athletes.  How do the privileging of fan pleasure and the possibilities of protest play out in today’s sports world?”  I’m including my response below. Read more

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