Sports-related programs in higher education need to educate students in the professional use of evolving communication technologies. In addition, students need to develop soft skills, such as problem solving and critical thinking, while improving their practical use of technology. The purpose of this article is to introduce the use of fantasy sports in a sports management class, more specifically a sports public relations class, and discuss how students perceived the use of fantasy sports in course assignments. We explain how the use of fantasy sports assignments promoted social constructivist learning of students and helped students develop soft skills. We also identify the pedagogical challenges the fantasy sports assignments presented to students and instructors. We also offer summaries of students’ class reflections to demonstrate how such reflections echoed course learning outcomes.
Chang Wan Woo and Michael K. Davis
Chang Wan Woo, Jung Kyu Kim, Cynthia Nichols and Lu Zheng
Numerous studies examining the portrayals of gender, race, and nationality in sports commentary have been conducted through the years; however, comparative analyses of commentaries from different countries have been rare. This study examined commentary from 3 different countries (the U.S., Chinese Taipei, and South Korea) during a Major League Baseball (MLB) World Series. An entertainment theory schema was adopted and the 3 countries were categorized based on dispositional relativity (affiliation) with MLB. Findings indicate that South Korean broadcasts, which had the lowest affiliation with MLB, were biased toward the Boston Red Sox and presented the most evaluative commentaries; U.S. commentaries were generally positive and contained the largest portion of informative comments; and Chinese commentaries were unbiased and also provided a large number of informative comments. This implies that sports games using the same visual images can be framed differently by commentators based on the disposition (affiliation) level of audiences.