Fall 2021 (TuTh)

Complete assigned course materials before class begins.

Course Calendar

Week	Assigned Course Material	Assignments Due
Week  1.1	● Overview of course design and key points from syllabus ● Guttmann, A. (2004). “From Ritual to Record.” Chapter 2. Pp. 15-55.	Due: ● Read: Syllabus
Week 1.2	● Zirin, D. (2007). Welcome to the Terrordome. Pp. 126-147. ● Jackson, D. et al. (2021). Olympic and Paralympic Analysis 2020… * Pick 1 short article from each section in the analysis. There are 5 total sections. Students will select 5 total short articles to read in addition to the 2-page intro.	Due: ● Discussion #1a due via Canvas @ 11:59 p.m. PST  ● Survey A due @ 11:59 p.m. PST
Week 2.1	● Bairner, A. (2016). “Sport and political ideology.” Pp. 39-51. ● McConnell, A.R. (2015). The psychology of sports fandom.
Week 2.2	● Doyle, J. (2018). Notes on the landscape of soccer in Los Angeles. Pp. 55-69.	Due: ● Discussion #1b due via Canvas @ 11:59 p.m. PST. ● Response #1 due via Canvas @ 11:59 p.m. PST
Week 3.1	● Parrish, A. et al. (2021). COVID-19 may have made…youth sports worse. ● Wellington, E. (2021). The new exhibit ‘Pool’ explores how the legacy of segregated pools still denies Black people the joy of water
Week 3.2	● Koch, J. and Leonard, W.M. (1978). The NCAA: A socio-economic analysis…of the college sports cartel. Pp. 225-239. ● Kelderman, E. (2021). Colleges scramble to adapt…	Due: ● Discussion #2a due via Canvas @ 11:59 p.m. PST
Week 4.1	● Recorded Video Presentation Instructions ● Hawkins, B. (1995/96). The Black student athlete… Pp.23-35. ● Rodgers, P. & Drogin, E.B. (2006). Venus and Serena and the discourse of racism… Pp. 353-371.	● Recorded Video Presentation instructions published
Week 4.2	● Ma, C. (2018). Quit calling my kid Yao Ming. Pp. 67-86. ● Roche, D. (2021). Naomi Osaka…Black card is revoked. ● Field Exercise Reflection Instructions	Due: ● Discussion #2b due via Canvas @ 11:59 p.m. PST  ● Response #2 due @ 11:59 p.m. PST ● Survey B due @ 11:59pm PST
Week 5.1	● Garber, M. (1994). Women and children are not admitted to the press box. Pp. 377-384. ● Davis, H. (2017). Seeing sex in the body. Pp. 111-133. ● Boulton, C. et al. (2010). Like a Girl from Power, Politics, American Sports (18:21-36:09-min).
Week 5.2	● Kusz, K. (2014). For the love of national manhood…Pat Tillman. Pp. 226-248. ● Baker, L. (2021). I couldn’t keep putting myself on hold…  ● ScriberrTV. (2019). Should transgender women compete with biological women in sports?	Due: ● Discussion 3a due via Canvas @ 11:59 p.m. PST
Week 6.1	● Garber, M. (2017). They took a knee… ● Carrington, B. & Boykoff, J. Is Colin Kaepernick’s Nike deal activism – or just capitalism?
Week 6.2	● Evans, J. (2021). LeBron James responds… ● Tucker Center for Distinguished Lecture Series 2020 Fall: Black women in sport: voices of resistance Watch from start to 56:31-minute mark	Due: ● Discussion #3b due via Canvas @ 11am PST
Week 7.1	● Wang, C. (2021). Team Hawaiian Kingdom? ● Inertia. (2021). Brazil…wavegarden cove…private residential complex ● Marcano, A., Fidler, D. (1999). Globalization of baseball. Pp. 511-550.
Week 7.2	● No Class – Veterans’ Day Holiday	Due: ● Response #3 due via Canvas @ 11:59 p.m. PST
Week 8.1	●  Ryan, D. (2021). England…robbed of a goal ● Jenny, S. et al. (2016). Where eSports fit…Pp. 1-18
Week 8.2	● Guest Lecture ● Wolbring, G. (2018). …The issue of the cyborg athlete… Pp.439-459	Due: ● Field Exercise Reflection due via Canvas @ 11:59 p.m. PST
Week 9.1	● Gregory, S. (2021). Naomi Osaka for mental health… ● Dhingra, P. (2016). Indian Americans and the brain sport of spelling bees…Pp. 127-151. ● Instructions on Peer Review
Week 9.2	● No Class – Thanksgiving Holiday	Due: ● Survey C due via Canvas @ 11:59 p.m. PST
Week 10.1		Due: ● Recorded Video Presentation & slides due in Canvas @ 11:59pm PST
Week 10.2		Due: ● Two (2) peer reviews for your Recorded Video Presentation are automatically assigned in Canvas at 10 a.m. PST. ● Do not skip this part of your Final. ● Make sure you understand how to use the peer review feature in Canvas.
Finals	● Final: Cultural Critiques of 2 Recorded Student Presentations  ● Record of Completion	Due: ● Peer reviews are the Final. Due via Canvas @ 2:29pm PST ● Dr. Brie will be online during our scheduled final time to field any questions or concerns about the peer review process.

COMM 111T: Cultural Politics of Sport

Spring 2022
COMM 111T
Graduate Teaching Assistant: Asia Feiss

Course Description

What are sports, and how do contemporary societies establish their social meanings? How do these social meanings become inscribed in bodies, politics, and individual belief systems? In this course, we will explore these questions as we examine sports as a site of play, performance, and competition, focusing on various arenas that activate struggles over politics, culture, money, identity, and power. Establishing social meanings of sport creates a dynamic space to discuss the interplay between issues of race, class, nation, gender, body, science, technology, ethics, commerce, spectatorship, consumption, amateurism, and professionalism. The course should interest students intrigued by the provocative role that sports play in cultural narratives involving the United States and other parts of the world. Prerequisites: COMM 10.

Land Acknowledgement

For millennia, the Kumeyaay people have been a part of this land. This land has nourished, healed, protected, and embraced them for many generations in a relationship of balance and harmony. As members of the University of California, San Diego, we acknowledge this legacy. We promote this balance and harmony. We find inspiration from this land, the land of the Kumeyaay. 

Student Learning Goals & Course Objectives

This course involves 4 main objectives:

1. Understand the particularities of contemporary sports.
2. Assess and analyze examples involving the social role of sports in various communities.
3. Make links between historical moments (e.g., Civil Rights Movement) with sports. 
4. Communicate a critical view of culture and politics in relation to sports.

Emergent Outcomes for Learning

At its core, this course encourages students to join the conversation about the cultural politics of sport by outlining their objectives. Self-reflection and critical engagement are instrumental to this process. What do you hope to “get” out of this course? Will you apply what you know and learn, or are you simply fulfilling a major requirement? Emergent outcomes shift away from a professor’s pedagogical expectations and encourage students to participate in learning assessments.

Course Requirements & Assignments

5%	Announced Surveys	5 points
20%	Responses: 3 total due Sundays @ 11:59 p.m. PST	20 points
25%	Discussion Posts: due Sundays @ 11:59 p.m. PST	20 points
20%	10- to 12-minute Recorded Video Presentation: Cultural Politics of Your Sport due Tuesday, Nov. 30 @ 11:59 p.m. PST	20 points
10%	Field Exercise Reflection: due Sunday, Nov. 21 @ 11:59 p.m. PST	15 points
20%	Final: Cultural Critiques of 2 Recorded Student Presentations and Presentation Slides due Thurs., Dec. 9 @ 2:29 p.m. PST	20 points
100%	TOTAL	100 points

Announced Surveys

To encourage students to keep up with the course materials and engage in lectures and recorded lecture material, there will be announced, low-stakes surveys that are completed and graded in Canvas. They account for 5 points total and 5% of the course grade. You will complete them by the assigned deadline using your device. If you encounter technical difficulties or miss lecture, make-ups and/or re-dos are available. Recorded lectures from Educational Technology Services podcasting feature will be published in the Canvas Media Gallery unless otherwise noted. 

Responses

Everyone is required to respond to lecture and assigned course materials via three (3) total responses, which will be published in Canvas Assignments with any necessary embedded plug-ins. Students will submit a 500- to 650-word response in Canvas addressing each assigned prompt. Unless otherwise specified, responses are due on the assigned Sunday at 11:59 p.m. PST. Responses submitted past the deadline are eligible for full credit until Friday, Week 10 @ 11:59 p.m. PST. Late submissions do not receive feedback. This method ensures grades are posted and submitted to eGrades to meet departmental and institutional deadlines. To discuss your performance in the course, grade or feedback concerns, and anything else related to our materials or course, drop by virtual student hours, or schedule an appointment if you are in a different time zone.

Discussion Posts

Discussion Posts are worth 25% of the course grade and available as an asynchronous participation alternative for students who do not verbally respond to live discussions and/or cannot attend in-person lecture. Students are expected to discuss the cultural politics of sport to demonstrate their comprehension of course materials and contribute to course discourse. Students who are learning remotely or prefer listening over verbal interactions are strongly encouraged to respond to these Discussion Posts. If at any point a student is concerned about a Discussion Post grade, email the lecturer, or make a student hours appointment. Unless otherwise specified, posts are due on the assigned Sunday at 11:59 p.m. PST. Sometimes the student will be able to immediately see colleagues’ posts; other times the student must post before other responses are visible. Specific instructions for each post will be published in Canvas Discussions. Responses submitted past the deadline are eligible for full credit until Friday, Week 10 @ 11:59 p.m. PST. Late submissions do not receive feedback.

10- to 12-Minute Recorded Video Presentation

Students will use Zoom or Kaltura (free software) to record a 10- to 12-minute video presentation, which is worth 20 points and 20 percent of the final course grade. The presentation must be research-based, address the cultural politics of a sport of their choice, and include a Works Cited. The presenter will use a visual aid (such as PowerPoint, Google Slides, or the alternative). Slides must incorporate at least one course concept or course theme and include at least two visuals. A prompt with detailed instructions will be provided in Canvas. Late submissions will automatically be subjected to a 10% grade penalty. To ensure a smooth process for completing your Final, submit this project by the deadline. After students submit their 10- to 12-minute video presentation, pre-assigned peer reviewers will provide detailed feedback that 1) summarizes what they learned from the video presentation; and 2) addresses and contextualizes a concrete real-world connection between the project, course materials, and current events. The peer review process will occur in Canvas.

Field Exercise Reflection

The Field Exercise Reflection is worth 15 points and 10 percent of the final course grade. This is an observation-centered writing exercise designed to help you connect theory and course concepts or course themes with practice and sports performances. Participation in the chosen sport is encouraged but not required.

Final: Cultural Critiques of 2 Recorded Student Presentations

The Final is 20 points and worth 20% of the course grade. Please submit your recorded video presentation by the deadline to ensure a smooth process for completing your Final, which involves two cultural critiques of two previous pre-recorded student video presentations in Canvas using the peer-review feature. After students submit their 10- to 12-minute video presentation, pre-assigned peer reviewers will provide detailed feedback that 1) summarizes what they learned from the video presentation; and 2) addresses and contextualizes a concrete real-world connection between the project, course materials, and current events. A prompt with detailed instructions will be provided in Canvas. Student feedback can help shape the rubric. Students must save their comments in the Canvas’ rubric feature and create a backup of comments for each recorded presentation in case issues arise accessing comments.

Copyright of Course Materials at UC San Diego

Dr. iatarola’s lectures, syllabi, and course materials, including PowerPoint presentations, quizzes, surveys, outlines, and similar materials, are protected by U.S. copyright law and University policy. Dr. iatarola is the exclusive owner of the copyright in those materials she creates. You may take notes and make copies of course materials for your own use. You may also share those materials with another student who is enrolled in or auditing this course. You may not reproduce, distribute or display (post/upload) lecture notes or recordings or course materials in any other way — whether or not a fee is charged — without her express prior written consent. You also may not allow others to do so. If you do so, you may be subject to student conduct proceedings under the UC San Diego Student Code of Conduct.

Course Resources, Policies, and Grading Information

Platform

This course will be using an online learning management system (LMS) to manage content and grades. Canvas is best viewed in Google Chrome. Zoom may unexpectedly be used to conduct (a)synchronous lectures, which will be recorded and made available to students. Should you need any technical assistance with Canvas, please alert your instructor and send an email to servicedesk@ucsd.edu. In the header of the email, please write “Canvas”. Make sure to include your name, course title, and contact information in the email body. A representative will get back to you within 48 hours (Monday through Friday). Each Canvas assignment displays the due date.

Required Readings, Videos, and Course Supplies

This Canvas course contains PDFs and links for most materials. You will need to use your UCSD VPN login credentials on your authenticated device to access UCSD course materials that require VPN for access. Given the impact of COVID-19 on students’ educational experience and access to resources, a personal laptop, tablet, or smartphone with reliable Internet access will help facilitate emergent outcomes. UCSD students are eligible for the Loaner Laptop Program.

Principles of Community & Anti-Racist Pedagogy

This course calls on all of us to cultivate a classroom environment built on mutual respect and anti-racist pedagogy. This means honoring (y)our responsibility to ensure the safety and comfort for all peers and instructors so we can collectively confront racial and environmental injustices. It is to recognize (y)our biases and make space to listen to and learn from peers and instructors who hold identities and experiences different from (y)our own.

Sexual Harassment

All incidents of sexual harassment or gender harassment should be reported by the complainant to either a person in a supervisory capacity or the Office for the Prevention of Harassment and Discrimination.

Name and Gender Pronouns

Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me early in the quarter so that I may make appropriate changes to our records.

Disability and Accessibility

I am dedicated to making this course accessible to enrolled students despite these challenging circumstances. If something is inaccessible to you due to disability reasons, life’s obstacles, or COVID-19 impacts, please communicate with me so that I can help you succeed in this course. I will work with you to ensure that you can participate fully in the course. If you require accommodations or services for disabilities, please communicate with me immediately, register with the Office of Students with Disabilities (OSD), and complete the necessary steps in the OSD Student Portal to obtain a current Authorization for Accommodation (AFA) letter. This letter is required for eligibility for requests. The statement for COVID-19 accommodations has been updated on the OSD website: https://osd.ucsd.edu/resources/covid-19.html. Students who have specific concerns are encouraged to email their Disability Specialist or the general OSD email account at osd@ucsd.edu. To obtain services from OSD, you must apply to that office directly. For more information: check the OSD website; call: 858.534.4382 (Voice) or 858.534.9709 (TTY) — reserved for people who are deaf or hard of hearing; or email: osd@ucsd.edu

Academic Integrity

Appendix 2: UCSD Policy on Integrity of Scholarship:
Student work is run through Turnitin. “To uphold academic integrity, students shall:

Complete and submit academic work that is their own and that is an honest and fair representation of their knowledge and abilities at the time of submission.

Know and follow the standards of the class and the institution.
Thus, no student shall engage in an activity that undermines academic integrity or facilitates academic integrity violations by others. This means:

1. No student shall procure, provide, or accept any material that contains questions or answers to any examination or assignment unless the student’s possession of the material has been authorized by the instructor.
2. No student shall complete, in part or in total, any academic work (e.g., examination, assignment, paper) or obtain academic credit (e.g., attendance, participation) for another person.
3. No student shall allow any academic work or academic credit to be completed or obtained, in part or in whole, for themselves by another person.
4. No student shall plagiarize or copy the work of others and submit it as their own work.
5. No student shall employ aids in undertaking course work or in completing any exam or assignment that are not authorized by the instructor.
6. No student shall alter graded class assignments or examinations and then resubmit them for regrading without the instructor’s permission.
7. No student shall submit substantially the same material more than once without prior authorization from the instructor, such as a paper that was written and submitted in another class.”

Letters of Recommendation

Tenured faculty are in a more equitable position than lecturers to advocate for your success in letters of recommendation (LORs). As a lecturer, occasionally I produce a very limited number of letters during the academic year, provided that: 

• the student has completed at least one course with me
• the student provides an up-to-date curriculum vitae (CV) and/or a resume
• the student produces and shares written context (e.g., a statement of purpose for graduate school or written synopsis of career plans) that highlights what they are aiming to accomplish and why they are applying for the opportunity
• the student includes basic information in writing about the opportunity
• the student checks in occasionally and converses with me at least 2 months in advance about plans that may require a LOR
• the student submits a request with a signed waiver (available upon request) at least six weeks before the deadline(s). 

If you are applying to graduate school, Dr. iatarola will write no more than two (2) total letters for you. Requests must be submitted simultaneously. The recommendation process is time-consuming and extends beyond submitting a generic letter that speaks to your character or aspirations. For a thorough breakdown of what this LOR process entails, visit Requesting Letters of Recommendation.

Course Assessment and Grading

For students who elect to receive a letter grade for this course and for more information about UCSD’s grading system, please visit About Grades on TritonLink. In this course: 

A – You have excelled in ALL THE REQUIREMENTS for this class, producing excellent work, which includes exceptional written assignments that incorporate an exemplary understanding of the readings and/or concepts for the class when necessary.
B – You have performed WELL OVER THE MINIMUM REQUIREMENTS for this course by producing good written work, which includes good written assignments that demonstrate a competent understanding of the readings and concepts for the class when necessary.
C – You HAVE MET THE MINIMUM REQUIREMENTS for this class, producing satisfactory written work, which includes acceptable written assignments that demonstrate a basic understanding of the readings and concepts of this class when necessary.
D – You HAVE NOT MET THE MINIMUM REQUIREMENTS for this class, producing poor written projects that reveal problems in understanding basic concepts of this class.
F- You DID NOT COMPLETE COURSEWORK THAT MET THE MINIMUM requirements for this class.

Subject to Change Policy

Information and due dates contained in the course syllabus and Canvas, other than the grade policies, may be subject to change with reasonable advance notice, as deemed appropriate. If you have an ongoing or sudden serious medical concern or family emergency, please communicate with me when possible.

References

See the Course Calendar for the Schedule of Assigned Materials

Bairner, A. (2016). Sport and political ideology. Routledge Handbook of Sport and Politics (1^st ed.). Kelly, J. Lee, J.W., Bairner, A. (Eds). Routledge. Pp. 39-51. https://doi.org/10.4324/9781315761930. 

Baker, L. via Haynes, S. (2021). I couldn’t keep putting myself on hold. In missing out on the Tokyo Olympics, skateboarder Leo Baker found himself. Time. Retrieved from https://time.com/6074489/leo-baker-skateboarder-transition-gender-olympics/?utm_source=facebook&utm_medium=news_tab&utm_content=algorithm. Accessed July 27, 2021.

BNC News. (2021). Gwen Berry talks decision to turn back on American flag at Olympic trials. Retrieved from YouTube https://www.youtube.com/watch?v=rfoQY6xSw0s. Accessed on July 2, 2021. 

Boulton, C. Zirin, D., Young, J. Earp, J. (2010). Not just a game: Power, politics & American sports. Retrieved from Kanopy. https://ucsd.kanopy.com/video/not-just-game-power-politics-american-sports.

Carrington, B. and Boykoff, J. (2018). Is Colin Kaepernick’s Nike deal activism – or just capitalism? Retrieved from The Guardian. https://www.theguardian.com/commentisfree/2018/sep/06/colin-kaepernick-nike-activism-capitalism-nfl. Accessed August 16, 2021.

Davis, H. F. (2017). Seeing sex in the body: sex-segregated sports. Beyond Trans: Does Gender Matter? New York, New York. NYU Press. Pp.111-133. 

Dhingra, P. (2016). Indian Americans and the ‘brain sport’ of spelling bees.” Part III in Asian American Sporting Cultures. New York: New York University Press. Pp. 127-151.

Doyle, J. 2018. Pitches less than perfect: Notes on the landscape of soccer in Los Angeles. Chapter 3 in LA Sports: Play, Games, and Community in the City of Angels. Arkansas: University of Arkansas Press. Pp. 55-69.

Evans, J. (2021). Lebron James responds to Zlatan Ibrahimovic: ‘There’s no way I will ever just stick to sports. USA Today Sports. Retrieved from https://www.msn.com/en-us/sports/nba/lebron-james-responds-to-zlatan-ibrahimovic-theres-no-way-i-will-ever-just-stick-to-sports/ar-BB1e40iT?ocid=sms. Accessed June 21, 2021.

Garber, M. (1994). Women and children are not admitted to the press box. A Kind of Grace: A Treasury of Sportswriting by Women. Berkeley, California. Zenobia Press. Pp. 377-384.

Garber, M. (2017). They took a knee. The Atlantic. Retrieved from https://www.theatlantic.com/entertainment/archive/2017/09/why-the-nfl-is-protesting/540927/. Accessed July 27, 2021.

Gregory, S. (2021). ‘This will 100% save somebody’s life.’ Athletes see a turning point for mental health after Naomi Osaka takes a stand at the French Open. Retrieved from Time. https://time.com/6053239/naomi-osaka-mental-health/. Accessed on June 12, 2021.

Grindstaff, L. and West, E. (2006). “Cheerleading and the gendered politics of sport.” Social Problems 53, no. 4 (November). Pp. 500-518.

Guttmann, A. (1978; 2004). Play, games, contests, sports. Chapter 1 in From Ritual to Record: The Nature of Modern Sports. New York: Columbia. University Press. Pp. 1-14.

Guttmann, A. (1978; 2004). From ritual to record. Chapter 2 in From Ritual to Record: The Nature of Modern Sports. New York: Columbia. University Press. Pp. 15-55.

Hawkins, B. (1995/96). The Black student athlete: The colonized Black body. Journal of African American Men 1, no. 3 (Winter). Pp. 23-35.

Jackson, D., Bernstein, A., Butterworth, M. Cho, Y., Coombs, D., Devlin, M., Onwumechili, C. (2021). Olympic and Paralympic analysis 2020: mega events, media, and the politics of sport. The Centre for Comparative Politics and Media Research. Bournemouth University. Poole, England. https://olympicanalysis.org. Accessed on September 16, 2021.

James, S. and Schumann, S. (1994). Hoop Dreams. The Criterion Collection. Retrieved from UCSD Kanopy https://ucsd.kanopy.com/ on June 17, 2021.

Jenny, S. E., Manning, D., Keiper, M., Olrich, T. (2016). Virtual(ly) athletes: Where eSports fit within the definition of sport. Quest, 69:1, Pp. 1-18.

Kelderman, E. (2021, June 7). ‘Everybody is floundering’: Colleges scramble to adapt to a world where their athletes can cash in. Retrieved from the Chronicle of Higher Education. https://www.chronicle.com/article/everybody-is-floundering-colleges-scramble-to-adapt-to-a-world-where-their-athletes-can-cash-in?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_2433453_nl_Academe-Today_date_20210608&cid=at&source=&sourceId=. Accessed June 17, 2021.

Killion, A. (2013, October 18). Paying to play is the new normal for youth athletes. Retrieved from the San Francisco Chronicle. https://www.sfgate.com/sports/article/Paying-to-play-is-new-normal-for-youth-athletes-4902034.php. Accessed on June 17, 2021.

Koch, J. and Leonard, W.M. (1978). The NCAA: A socio-economic analysis: the development of the college sports cartel from social movement to formal organization.” American Journal of Economics and Sociology. Vol. 37 (July). Pp. 225-239.

Kusz, K. W. (2014). For the love of national manhood: Excavating the cultural politics and media memorializations of Pat Tillman. Chapter 12 from The NFL: Critical and Cultural Perspectives. Pennsylvania: Temple University Press. Pp. 226-248.

Ma, C. (2018). Quit calling my kid Yao Ming: Reflections of race and class from a Chinese basketball mom. Chapter 3 in Mothers, Mothering, and Sport: Experiences, Representations, Resistances. Ontario, Canada: Demeter Press. Pp. 67-86.

Marcano, A. J., Fidler, D.P. (1999). The globalization of baseball: Major League Baseball and the mistreatment of Latin American talent.” Indiana Journal of Global Legal Studies 6, no. 2 (Spring): 511-550. *Do not read the entire PDF. 

McConnell, A.R. (2015, July 13). The psychology of sports fandom. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/the-social-self/201507/the-psychology-sports-fandom. Accessed on June 17, 2021.

McFee, G. (2004). Spoiling, cheating and playing the game. Chapter 7 in Sport, Rules and Values: Philosophical Investigations into the Nature of Sport. New York: Routledge. Pp. 113-126.

Palko, J. (2017). The comprehensive review of every wavepool technology. The Inertia. Retrieved from https://www.theinertia.com/business-media/the-comprehensive-review-of-every-wavepool-technology/. Accessed July 28, 2021.

Parrish, A., Cahill, M., Bannon, T. (2021). How COVID-19 may have made the economic divides in youth sports worse than before. Milwaukee Journal Sentinel. Retrieved from https://www.jsonline.com/in-depth/news/2021/04/29/club-sports-youth-sports-economic-divides-worsened-covid-19/7393714002/. Accessed July 28, 2021.

Pfeiffer, S. (2021). A golfer’s dream delayed, but finally realized at the game’s highest level. Retrieved from NPR. https://www.npr.org/transcripts/966623722. Accessed February 12, 2021.

Premiere Lacrosse League. (2020). Roots: Exploring the history of lacrosse. Retrieved from YouTube. https://youtu.be/JxM5mcuCR8M. Accessed on July 27, 2021.

Roche, D. (2021). Naomi Osaka faced race backlash after choosing Japan: ‘Your Black card is revoked.’ Retrieved from Newsweek. https://www.newsweek.com/naomi-osaka-race-backlash-choosing-japan-black-card-revoked-1610709. Accessed July 27, 2021.

Rodgers, P. and Drogin, E.B. (2006). ‘Ghetto Cinderellas’: Venus and Serena and the discourse of racism. Out of the Shadows: A Biographical History of African American Athletes. Arkansas: University of Arkansas Press. Pp. 353-371.

Ryan, D. (2021). 11 years ago today, England & Frank Lampard were infamously robbed of a goal vs Germany. MSN Sports. Retrieved from https://www.msn.com/en-gb/sport/football/11-years-ago-today-england-and-frank-lampard-were-infamously-robbed-of-a-goal-vs-germany/ar-AALuNNd. Accessed June 12, 2021.

ScriberrTV. (2019). Should transgender women compete with biological women in sports? YouTube. Retrieved from https://youtu.be/wF6wJALYEsg. Accessed July 27, 2021.

Staff at The Inertia. (2021). Brazil has a new wavegarden cove inside a private residential complex. The Inertia. Retrieved from https://www.theinertia.com/surf/brazil-has-a-new-wavegarden-cove-inside-a-private-residential-complex/. Accessed June 11, 2021. 

Thompson, G. (2017). The caretakers: An inside look at Latino immigrants in golf. Retrieved from Golf Digest. https://www.golfdigest.com/story/the-caretakers-an-inside-look-at-latino-immigrants-in-golf. Accessed on June 12, 2021.

Tucker Center for Distinguished Lecture Series, 2020 Fall: Black women in sport: Voices of resistance. Retrieved from YouTube. https://youtu.be/xoZvOkkIXIQ. Accessed on September 15, 2021.

Wang, C. (2021). Team Hawaiian Kingdom? Activists want some U.S. Olympians to surf for a different homeland. NBC News. Retrieved from https://www.nbcnews.com/news/asian-america/team-hawaiian-kingdom-activists-want-us-olympians-surf-different-homel-rcna1503. Accessed July 28, 2021.

Wellington, E. The new exhibit ‘Pool’ explores how the legacy of segregated pools still denies Black people the joy of water. Retrieved from The Philadelphia Inquirer. https://www.inquirer.com/news/pool-fairmount-water-works-exhibit-20210827.html. Accessed September 16, 2021. 

Wolbring G. (2018). Prostheses and other equipment: The issue of the cyborg athlete—interrogating the media coverage of the Cybathlon 2016 event. In: Brittain I., Beacom A. (eds) The Palgrave Handbook of Paralympic Studies. Palgrave Macmillan, London.Pp. 439-459. https://doi.org/10.1057/978-1-137-47901-3_20

Zirin, D. (2007). The Olympics: Gold, guns, and graft. Welcome to the Terrordome: The Pain, Politics, and Promise of Sports. Chicago, IL: Haymarket Books. Pp. 126-147.