A presentation-based course in sports economics

Sports economics is a course that creates a conundrum that can be addressed well with an active learning strategy.  Students find a sports economics class appealing.  They come as fans of a given sport or team, often as fans of multiple sports and teams.  Many ritually follow sports news and events. Others have been or currently are participating with real or fantasy teams. They enter the course with enthusiasm.  But, the very factors that contribute to the allure of a sports economics class also create challenges to teaching the course.  Students enter with expectations of spending a term talking about sports, not economics. They want to focus on the present at the expense of the past. They perceive themselves to be knowledgeable about sports, but fail to recognize differences between popular press and economic knowledge. I have used a presentation-based sports economics course that has been successful at addressing these challenges while maintaining student interest.  Student teams select presentation topics within the defined parameters of the course.  All topic choices must be approved by me.  Granting students permission to create the subject matter of their presentations typically ensures that they will find the topic worthy and interesting and requiring my approval ensures that it incorporates an appropriate analytical framework. A one-page problem statement provided for each presentation also guides the content by introducing the topic, suggesting preparation procedures and resources, and listing questions to be addressed.

 Methods:

1. Create student teams of three (no more than four).
2. Provide an overview of the course and then provide one week for student to select 3 topics, ranked from most to least preferred. Each team will have two presentations.
3. Sort through topic list, trying to give each team two of its three choices.  A small number of topics can be presented by multiple teams.
4. If topic assignment cannot meet criteria in (3), discuss in class and provide a list of alternative topics not chosen by any teams.  Have “problem” teams make additional selections within two class periods.
5. All team members speak. All questions on problem statement to be addressed.  All technical terms to be taught to audience. Theory to be addressed. Use variety of sources including Google Scholar searches. Presentation slides and peer evaluations to be submitted prior to presentation.  Questions to follow all presentations.

 Results:

1. Surprises to students (examples): use of Coase theorem with free agency and draft, ticket prices based on demand not salaries, winner’s curse, limited economic impact of stadia and mega-events, athletes often underpaid (MRP), etc.
2. Learning skills (examples): application oligopoly theory, public speaking, scholarly research, google scholar, google docs, data analysis, etc.
3. Most important concepts (examples): MRP, Coase theorem, economic impact statement, tournament theory, etc.
4. Overview (student comment): “Before this class I considered myself a very knowledgeable sports fan.  Now I recognize that I knew very little.  Understanding the economics of sports provides me a better understanding of money disputes and business decisions made by sports teams.”