Tutorial Notes: Structure, Case Studies, Readings, and Writing Guidance

Attendance and question access

• The instructor will email everyone who is present with the PowerPoint to give the question for a private assignment.
• You must attend tutorial to receive the question.
• If you submit the assignment without attending tutorial, it’s an automatic zero because you wouldn’t have the question setup.
• The instructor will keep a record of attendance to ensure question access and submission integrity.

Tutorial structure and biweekly case studies

• Each tutorial cycle will feature a biweekly case study about a contemporary sport/sociological issue or point of contention in sport.
• Students will be divided into small discussion groups (approximately five groups of five students; numbers can change weekly).
• In tutorial, groups actively discuss the topic; the instructor will clarified questions as needed.
• Each group selects one person to email the instructor during tutorial time with the group members’ names (four other names if group size is five).
• The designated representative’s email during tutorial (around 09:20–09:25) counts toward tutorial participation.
• Attendance still contributes to the other portion of the grade.

Case study topic selection and participation

• Students are invited to raise topics from Chapter 1, lectures, or other course material they’d like to discuss.
• The instructor facilitated introductions and personal share-outs (e.g., Mary Ann Leovas and her twin sister story) to foster class engagement.

Tutorial grade overall and breakdown

• Overall tutorial grade: $25\%$ of the course grade.
• Engagement component: $5\%$ (be present and participate; active participation can boost the rating toward a higher percentile, e.g., above 80).
• Attendance: Students are allowed to miss one tutorial; more misses may require notes or explanations (e.g., a mental health break) via email for records.
• The “other part” of the tutorial grade is tied to attendance and participation; exact distribution beyond the $5\%$ engagement is explained by the instructor but generally contributes to the remaining portion of the 25\%.

Tutorial reflection assignment (reading reflections)

• Tutorial reflections are worth $20\%$ of the course grade.
• Students may complete up to three reflections.
• You can submit reflections in multiple weeks, but only your two highest scores count toward the final grade.
• The third submission box on OWL only opens after you submit the second, since only the two highest reflections are graded.
• Due date for reflections is 11:59 PM on Friday of the tutorial week.
• If you submit a reflection for a given week, feedback will be provided by the following Tuesday or Wednesday at the latest.
• Reflection prompts will be given only in tutorial (not in lecture).
• The instructor will guide, but not answer directly, in addressing the reflection prompts.
• Reflection prompts can be tricky; the instructor aims to help you structure thoughtful responses.

Cheat sheet and midterm preparation

• Before every midterm, the instructor and the class will prepare a cheat sheet over several days.
• All tutorials will have the same cheat sheet because core content is aligned across sections.
• The cheat sheet is designed to guide studying and consolidate key concepts for exams.
• If the cheat sheet approach doesn’t work for a class, alternative methods (e.g., Cahoots or quizzes) can be used.
• The goal is to help students efficiently review key material given competing course loads across five to seven courses.

Reading summary and key concepts (sociology vs psychology of sport)

• Central questions of the readings: What shapes sport in all contexts (culture, media, power, institutions) and how sport is being shaped and influenced by these factors.
• Sport is described as a socially constructed practice with multiple dimensions: play, recreation, competition, high performance, Olympics, Paralympics, etc.
• Two major concepts:
• Sociology of sport: examines relationships, power, and actions that shape an individual’s experience in sport.
• Psychology of sport: focuses on the individual’s motivations, preferences, and inner drivers.
• Important nuance: Play, games, and activities are used interchangeably in some contexts but are not the same; this distinction can appear on tests (true/false questions are possible).

Diagrams and interpretations from the readings

• Diagram 1: Play and spectacle can combine to create a culture around sport.
• Discussion prompts: Is this culture problematic or acceptable? Does it become too commercialized? Can the authentic essence of play be undermined?
• Key points raised:
  • Sports as entertainment can be both a source of cultural identity and a driver of commercialization.
  • Spectacle can enhance fan engagement but may erode the authentic values of play and movement.
  • Tension exists between viewership (spectacle) and pure participation (play/movement).
  • Exploitation risks (e.g., scouts, crowds) when there’s greater financial incentives and attention.
• Diagram 2: Domain of sport (categories) and the orientation along axes of outcomes vs processes
• Categories discussed: organized sport, recreational/people’s sport, elite sport, and pro/Olympic sports.
• Horizontal axis: outcome-oriented to process-oriented dimensions.
• Question to students: What does it mean for a sport to be outcome-oriented versus process-oriented?
• Example discussion prompts included: Olympic-level sports (e.g., hockey) and issues around inclusivity and national identity (e.g., hockey as part of Canadian identity).

Group work on domain categories and in-class activities

• Students will be grouped into four groups (or a different number if needed) and assigned one domain of sport.
• Each group will brainstorm two examples of sports that fit the assigned category and justify why those sports fit that category.
• Last week’s discussion yielded interesting examples; the instructor encourages you to bring thoughtful, well-argued ideas to the table.
• Logistics for forming groups:
• Groups of four (or four groups total, depending on class size) – no tryouts; inclusive participation emphasized.
• You can sign up to join a group or form within the class; groups can be formed around a shared interest.
• Example discussion topics mentioned:
• Inclusive community sports (e.g., YMCA leagues) and accessibility (low barriers to participation).
• Marathons as accessible forms of sport.
• Olympic sports like hockey and their cultural associations (e.g., Canadian identity).

In-class writing tips and expectations for prompts

• When responding to prompts, focus on two main skills:
• Unpack the prompt: break it down into known and unknown terms; use a dictionary for terms you don’t know.
• Build a clear, well-supported argument with a strong structure and evidence.
• Structure guidance (two common approaches):
• Burger method (intro, body, conclusion) – often used in high school; acceptable in university if it’s clear.
• Sectioned papers: introduction, a main body with two to three paragraphs, and a conclusion.
• Use evidence from readings (and optional outside sources with proper citations) rather than unsupported claims.
• Crucial requirement: include analysis by answering the so-what question – explain why your point matters in the context of the prompt and the broader topic.
• Example given in class: explaining preference for apples over oranges should include reasons (nutritional value) and a clear argument structure.
• In analysis, explicitly connect statements to the broader significance in sports sociology/psychology, including implications for society and/or sport practice.

Administrative and accessibility notes

• Slides and materials: Some students asked about slide access (Brightspace/Owl); instructor will verify with the course instructor regarding posting slides.
• Brightspace access and posting permissions may require instructor confirmation.
• Group work and sign-up logistics: groups will be formed to ensure inclusive participation; signs-ups may be open to all students with a focus on passion and interest.
• The instructor’s approach to class feedback and flexibility: open to adjusting activities (e.g., using quizzes or other tools) if needed.

Quick recap of the meeting's main purpose

• The session focused on outlining the course structure, assessment components, and expectations for tutorials.
• Emphasis on active participation, intake of reading material, and developing critical writing and discussion skills relevant to sport sociology/psychology.
• The session also highlighted the real-world relevance of sport as a social phenomenon shaped by culture, media, power, and institutions, and the balance between play, spectacle, and commercial interests.