STSC 008: THE SCIENCE OF SPORT
CWiC Critical Speaking Seminar, Fall 2008
Tuesdays 3-6pm, Williams 203
Instructor: Andi Johnson, andria@sas.upenn.edu
Office Hours: Tuesdays 10a.m.-12p.m., Cohen (formerly Logan) 335
Physiology of Exercise, Morehouse & Miller, 1953[1948];
Did Lance Armstrong use drugs or not? Why do Kenyans win marathons? Does
Gatorade really work? In this course, we won’t answer these questions ourselves
but will explore the world of scientists who do. These scientists produce
knowledge about how human bodies work and the intricacies of human
performance. They bring elite (world-class) athletes to their laboratories—or their
labs to the athletes. Through readings and video screenings, we will find out how
these scientists determine the boundary between “natural” and “performanceenhanced,” work to conquer the problem of fatigue, and establish the limits and
potential of human beings. Course themes include: technology in science and
sport, the lab vs. the field, genetics and race, the politics of the body, and
doping. While we will focus in class on the science of endurance sports, you will
investigate the relationship between science and the sport of your choice for
your final project. This is a Critical Speaking Seminar. In addition to reading about
the science of human performance, you will have your own experiences as
performing humans, experimenting with several forms of speaking. The oral
communication assignments are designed to be both practical and interesting,
and we will focus on the art of faking confidence. Requirements will include
meeting with a speaking advisor, receiving peer feedback, and reviewing a
video of one of your presentations.
Course Objectives
 To develop a set of techniques for the preparation and delivery of oral
presentations.
 To think critically about the demands of different kinds of speaking that
you are likely to encounter in the future: making introductions, teaching,
using PowerPoint, presenting ideas, posing and answering questions,
communicating your opinion.
 To learn how to use and provide critical feedback.
 To understand how human bodies, in this case those of athletes, can be
understood as the intersection of science, culture, technology, biology,
and politics.
 To consider how a scientific approach to human performance both
captures and overlooks particular qualities of the human experience.
 Introduction to Science, Technology, and Society (STS) studies.
Why CWiC?
In academic life and in much of American society, there is a bias in favor of
those who speak with confidence, ask provocative questions, and persuade. This
bias means we suspect that those who communicate effectively through
speech are smart. It means we assume that those who do not speak have
nothing to say. We are evaluated—both academically and socially—through our
speech. And, indeed, it is often the case that if we can explain something simply
and coherently, we have mastered the essence of that subject.
To that end, Penn has developed a program called Communication Within the
Curriculum (CWiC). CWiC offers several avenues by which students can develop
oral communication skills: peer tutors and speaking center, speech workshops,
and CWiC-affliated courses. The Science of Sport is a CWiC-affiliated course.
More than that, it is a speaking-intensive seminar. The readings and assignments
push us to engage critically with the idea of “human performance.” We consider
how a scientific approach to human performance in sport both captures and
overlooks particular qualities of the human experience. In the same way, we
consider how different speaking assignments—and different ways of grading
those speaking assignments—emphasize different elements of human
performance.
Anxiety about the prospect of speaking in class should not deter you from taking
this course. There are no prerequisites for this course, and you need not have
prior experience with public speaking. You will find no better opportunity to
throw caution to the wind and practice various forms of oral communication.
The course material is fun. The speaking assignments are fun. Come give it a try!
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Course Themes
This is not a science course, per se. Rather, we learn how to think critically about
the production of scientific knowledge, taking up the case of the science of
sport. Course themes include:
- the “body as machine”
- everyday laboratory practice
- quantification as a way of knowing
- scientific instruments
- experimental bodies & model organisms
- the lab-field dynamic
- genetics and race in science and sport
- natural vs unnatural bodies
- technology in science and sport
Course Format and Grading
The format of the class is short lectures, discussion of assigned readings,
occasional video screenings, and individual and group speaking activities. Due
to the nature of oral communication (you and your audience rely upon each
other!), no late work will be accepted.
Class participation (25%): Regular class attendance, doing the assigned
readings, participating in discussions and in-class activities, and active listening
during each others’ speeches are all required for this course and will count
toward your participation grade. Absences will negatively affect your grade.
Please notify me in advance if you will be late. We will discuss expectations for
discussion participation and active listening more fully in class. In addition, you
are required to meet with a designated CWiC-trained peer advisor at various
times throughout the semester. Note that CWiC advisors will never schedule a
meeting with a student to occur within 48 hours of your speaking assignment
deadline. You are responsible for making the meeting happen.
Peer review (20%): Peer review makes you a better communicator. You fully
engage with the evaluation process and experience how grading itself is a form
of communication. As a critical yet sympathetic listener, through peer review you
will experience the elements of oral communication in a new light and become
more adept at both providing and using critical feedback. You will be
responsible for peer review of others’ oral communication twice during the
semester. We will discuss the details of peer review for each assignment.
In-class speaking assignments (40%): Aside from the final presentation and a
diagnostic speaking assignment, there are four oral communication assignments,
each worth 10% of your final grade. The assignments range from individual
presentations to small panel presentations to debate. The specific expectations
for each assignment will be provided in class.
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October 7: “Teaching” Assignment. In a 5-minute lesson, you will teach the
class about a concept or instrument central to the practice of exercise
science.
 October 21: “Proposal” Assignment. Present your research topic and field
questions. You must meet with your CWiC advisor to prepare for this
presentation.
 October 28: “Opinion” Assignment. You will be divided into human
subjects research ethics review panels (~3 people/panel) and provided a
one-page case study of an exercise science research protocol proposal.
One panel member will be selected to present the case to the class,
explaining the issues that are at stake; one member will justify the decision
of the panel whether to approve, reject, or modify the research proposal;
and one member will field questions from the board director(s).
 **November 11: “Debate.” Teams of two will debate whether the disabled
South African sprinter Oscar Pistorius, a.k.a. “Blade Runner,” should have
been allowed to compete in the (able-bodied) Beijing Olympics. You
must meet with your CWiC advisor to prepare for this presentation.
 **November 18: “Debate.” Teams of two will debate whether or not high
school athletes should be tested for drugs. You must meet with your CWiC
advisor to prepare for this presentation.
** The class will be split over these two assignments. Those not involved in the
debate will be responsible for peer review.

Final presentation (15%): Each student will consider the science of a sport of his
or her choice. “Sport” is loosely defined. That is, you may consider football,
tennis, soccer, track and field, but also dance, chess, or other forms of human
performance. You will provide a critical analysis of this science along the lines of
one of our course themes or another pre-approved topic. At the end of the
semester, we will hold a mock conference on the science of sport. Each student
will present his or her research and field questions. The presentations will be
organized into panels (by theme or by sport), and the panel chairs will introduce
the speakers. You must meet with your CWiC advisor to prepare for this
presentation.
Academic Integrity Policy
Students are expected to adhere to the university’s academic integrity and
plagiarism policies on all assignments. Students who violate these policies risk
failing the course. Note that speeches are as susceptible to plagiarism as written
work, so be sure to provide an oral citation of the key sources you have
consulted in preparing for your presentations. For more information on plagiarism
and other issues of academic integrity and good research practices, see:
 Code of Academic Integrity: http://www.vpul.upenn.edu/osl/acadint.html
 Penn On-line Research Tutorial: http://gethelp.library.upenn.edu/PORT/
Learning Resources Center
The Weingarten Learning Resources Center, home of both the Office of Learning
Resources and the Office of Student Disabilities Services, offers a variety of
services to support student learning, from workshops on note-taking and time-
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management to individual learning disability assessment and support. For more
information on this resource here at Penn, visit http://www.vpul.upenn.edu/lrc/ or
3702 Spruce Street, Ste 300 (Stouffer Commons).
CWiC Contact Information
CWiC Speaking Center is located in the Weigle Information Commons in Van Pelt
Library. Note, however, that you are not to use the speaking center for this
course (we have our own CWiC advisor just for us!). Your CWiC advisor will
provide specific scheduling and contact information in class. Note that our CWiC
advisor is not a TA and will not advise on content. For more information about
CWiC and to see a list of speech workshops held this semester, visit
www.sas.upenn.edu/cwic/.
Course Topics, Readings, and Oral Presentation Assignments
Readings are posted electronically to our Blackboard site or are available
online. A few works you are asked to browse will be on reserve at Rosengarten
Reserves in Van Pelt.
All presentations will be video-taped and made available for your review.
September 9. Introduction
Course introduction & syllabus; forms of oral communication (including modes of
delivery); grading discussion; overview of exercise/sport science today;
introduction to science studies.
Part I. Origins of the Science of Sport
September 16. The Quest to Conquer Fatigue
Readings: Martin, “Toward an Anthropology of Immunity: The Body as Nation
State,”(1990); Rabinbach, “The Laws of the Human Motor” in The Human Motor
(1990); NY Times book review of Amar’s The Human Motor (1921); skim Joyner &
Coyle “Endurance Exercise Performance” (2008) pp. 35-44; browse your packet
of abstracts.
 Lecture Topic: Helmholtz, Marey, Mosso & foundations of fatigue research.
 Reading & Discussion (R&D) Question: Following Martin’s analysis of ‘the
body as nation state’ as working metaphor in immunology, in what ways is
‘the body as machine’ the working metaphor in fatigue research?
Communication Discussion: Introducing yourself and others; Effective
participation in large group discussions; Active listening.
September 23. From Fatigue to Performance
Speaking Assignment (Diagnostic): ACSM introduction, videotaped for review.
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Readings: Berryman, Out of One, Many (1995) pp. 1-37 and Appendices A & E;
Park, “Physiologists, Physicians, and Physical Educators” (1992) pp. 138-142, mid157-181.
 Lecture Topic: Fatigue research, post-World War II to the present.
 R&D Question: From both last week’s and this week’s reading, what
groups of people have stakes in knowledge about human bodies in
motion? Why?
Communication Discussion: What time means; Organization as key.
Part II. The Lab & the Field
September 30. Laboratory Practice
Readings: Porter, Trust in Numbers (1995) pp. 1-18, 29-31; Latour & Woolgar, “An
Anthropologist Visits the Laboratory” in Laboratory Life(1986) pp. 43-53, 58-69, 86103; Brain & Wise, “Muscles and Engines” (1994) pp. 124-146 ; take another look
at Joyner & Coyle “Endurance exercise performance” (2008) pp. 35-44.
 R&D Question: What are key features of everyday scientific practice?
Video Screening: Discovery Channel’s “The Science of Lance Armstrong” (2006).
 Video Discussion Question: Where do you see these features (of everyday
scientific practice) playing out in the science of sport?
Communication Discussion: CWiC advisor introduction & presentation on
effective use of PowerPoint.
October 7: Experimental Bodies
Speaking Assignment (10%): “Teaching.”
Readings: Goodman, McElligott, & Marks, “Making Human Bodies Useful” (2003)
pp. 1-23; Prescott, “Using the Student Body” (2002) pp. 3-38; Park, “Human Energy
Expenditure” (1992) p. 209; Montoye, “The Scientific Study of Athletes and
Athletics” (1984) p. 1-3; Miller, “What Can We Learn from the Tour de France?”
(2003), p. 273-274; browse your packet of abstracts.
 R&D Questions: Who have historically been the ‘useful bodies’ in scientific
research? Who is the experimental body in sport science? What features
make this organism particularly useful in experiment?
Communication Discussion: Posing & fielding questions; Conveying enthusiasm.
*You must schedule meetings with your CWiC advisor before Fall Break begins.
October 14: No Class (Fall Break)
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October 21: Research Topic Workshop
Speaking Assignment (10%): “Proposal.”
Communication Discussion: Peer review.
October 28: Scientists in the Field
Speaking Assignment: “Opinion” (10%) & Peer Review (10%).
Readings: Latour, “Circulating Reference” (1999) pp. 24-79; Review your packet
of abstracts; Browse the website of the International Centre for East African
Running Science (ICEARS): www.icears.org. Be sure to scroll through the photos
for Kenya 2004 (“sampling elite athletes”), Nigeria 2005, and Kenya 2005.
 R&D Question: According to Latour’s description of soil science, what are
some key elements of the lab-field relationship in science? Using Latour’s
analysis as an example, deconstruct the relationship between the lab and
the field in sport science.
 Lecture Topic: The history of field studies in exercise science; the
development of environmental chambers & mobile instruments.
Communication Discussion: Strategies for speaking with confidence & no
apologies.
Part III. On the Court & in the Court: Sport Science in Public Culture
November 4: Genetics & Race
**Election Day** Class will be from 3-4:30. Go vote! (if you haven’t already)
Readings: Bale & Sang “Modernisation: Sport as a Global System,” pp. 103-137 in
Kenyan Running (1996); Holden “Peering under the hood of Africa’s runners” pp.
637-639; Larsen et al. “Body dimensions, exercise capacity, and physical activity
level of adolescent Nandi boys in western Kenya” (2004) pp. 161-173; Pitsiladis &
Scott “The Makings of the Perfect Athlete,” pp. 516-517; AOL online debate
between Entine (“White men can’t jump”/”Why race matters in sports”) and
Graves (“Do races matter in athletic ability?”) pp. 1-14.
 R&D Question: What are the scientific arguments and evidence for and
against African dominance in athletic performance? (If possible,
comment on how this evidence is produced.)
 Lecture Topic: The history and science of Kenyan running.
Communication Discussion: Debate.
November 11: Cyborgs
Speaking assignment: Pistorius debate (10%; half the class) & Peer review (10%;
half the class).
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Readings: Cho “Engineering Peak Performance” (2004) pp. 643-644; Rintala
“Sport and Technology” (1995) pp. 62-75; Butryn “Posthuman Podiums” (2003)
pp. 17-20, 24-39; Manjra “Manufacturing Categories” (2005) pp. S8-S9; The
Science of Sport blogs on the Pistorius case (read the “before” articles first) and
“The Swimsuit Revolution”:
http://www.sportsscientists.com/2008/01/topical-sports-science-and-analysis.html
 R&D Question: What issues are at stake in discussions about technology
and sport?
 Lecture: Introduction to cyborg theory, technology in sport.
Communication Discussion: Speeches.
November 18: Doping
Speaking Assignment: Drug testing debate (10%; half the class) & Peer review
(10%; half the class). Along with the assigned readings for this week (below),
consider these additional references for the debate:
 NPR All Things Considered Oct. 25, 2007 “Texas to Test High School Athletes
for Steroids” (13 min.) and “Doctor: Steroids Particularly Damaging to
Teens” (5 min.)
http://www.npr.org/templates/story/story.php?storyId=15636588 and
…storyId=15636591;
 ACLU, “Student Drug Testing Relevant Case Law” (2002)
http://www.aclu.org/drugpolicy/testing/10840res20021021.html & press
releases: http://www.aclu.org/drugpolicy/testing/index.html
Readings: Hoberman “In the Penal Colony” pp. 1-32 in Mortal Engines (1992);
Rosen, “Timeline” pp. 201-214 in Dope (2008); Anshel “Drug Abuse in Sport” pp.
507-513 in Applied Sport Psychology (2001); Pincock “Gene Doping” (2005) pp.
S18-S19; Savulescu, Foddy, & Clayton “Why We Should Allow Performance
Enhancing Drugs in Sport,” (2006) pp. 666-670; Noakes “Tainted Glory—Doping
and Athletic Performance” (2004) pp. 847-849; Lurie, “Olympics doping”
http://www.sciencecentral.com/articles/view.php3?type=article&article_id=218
392325; Berry “The Science of Doping” pp. 692-693 and editorial “A Level Playing
Field?” p. 667 (both in Nature, 454, Aug 6 2008); Damsgaard “Legalities ‘Lag
behind Doping Work’” (2008)
http://news.bbc.co.uk/2/hi/science/nature/7517332.stm
Optional: Anti-doping educational video for Texas high schools, developed by
scientists from the Human Performance Lab at the UT: “The Making of a
Champion” (~17min.) http://utdirect.utexas.edu/uilgate/video_steroid.WBX; The
Science of Sport blog has an excellent series of posts for further reading:
www.sportsscientists.com, “Doping.”
 R&D Question: What is doping? What role does science (and scientists)
play in the debate about doping in sport?
 Lecture: History of doping science & the development of the World AntiDoping Agency.
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Communication Discussion: Discussion of final presentations. You must meet with
your CWiC advisor for the final presentation.
Part IV. Science of Sport Mock Conference
November 25: Final presentations (15%, half the class; Peer review 10%, half the
class)
December 2: Final Presentations (15%, half the class; Peer review 10%, half the
class)
December 12: 9-11 a.m. (Final exam period) Course Wrap-Up
http://ifnhh.massey.ac.nz/sportexercise/images/ex-cycle.jpg
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