




































    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

41 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

SPORT THEME FEATURE FILMS: A VALUABLE RESOURCE FOR 

SPORT MANAGEMENT EDUCATORS  
 

 
1David Michael Pearson, 2Tiantian Lam 
1Internal Medicine specialist in York, USA 
2PhD student at University of Michigan’s Earth and Environmental Sciences, Ann Arbor, Michigan, United States 

 

Abstract  

This paper examines the use of feature films as an instructional tool for cognitive reinforcement in physical 
education (PE) and sport management (SM) courses. The paper begins by discussing the use of feature films as 
an instructional medium in the social sciences and humanities. It then reviews the limited research that has been 
conducted on the use of feature films in PE and SM courses. The paper concludes by arguing that the use of 
feature films can be an effective way to promote cognitive learning in these courses. 

Keywords: Feature films, Instructional tool, Cognitive reinforcement, Physical education, Sport management 

 

 

1.  Introduction  

For over a century feature films have depicted and reflected a myriad of sociocultural issues and historical 
circumstances in American society. Like other aspects of society, the motion picture industry has been impacted 
as well as influenced by social, political, and economic factors; and as such films have reflected these issues. 
Movies, metaphorically, are mirrors of the cultures that produce them (Campbell, 2005; Dickerson, 1991; 
Pearson, 2010).  

As a result; they often reflect the mood, sentiment, and cultural disposition of American society.Pragmatically, 
they have served as purveyors and inculcators of values, mores, and customs. Unbeknownst to many, the sport 
film has been one such vehicle. An example of this socialization aspect was the use of the 1940 film “Knute 
Rockne: All American” during freshman orientations at Notre Dame. The use of the feature film as an 
instructional medium is not new (Bailey & Ledford, 1994; Marcus & Monaghan, 2009; Voller&Widdows, 
1993).It has been used quite extensively in the social sciences as well as the humanities (Downey, Jackson, Puig, 
& Furman, 2003; Metzger, 2007; Valdez & Halley, 1999).Yet few very studies have addressed the feature film 
as an instructional tool for cognitive reinforcement in physical education (or kinesiology) and sport management. 
The latter of which is a physical education by-product and viewed as a hybrid discipline. Ironically, many 
contemporary sport management programs include a course addressing sport related socio-cultural issues because 
of their interrelatedness.   

Frequently referred to as filmography or videography, those employing this medium cite some of the salient 
benefits as: (a) the ability to stimulate interest; (b) concept reinforcement; (c) instructional diversity; and (d) the 
group dynamics effect that may come from a feature film discussion (Godwin, 2003).The ease in which films can 
be incorporated into the classroom is also a noteworthy attribute. Several students or an entire class can view 
films to highlight simple symbolism or complex contextual cues. They can also provide a common ground for 
drawing comparative interpretations from the same teaching stimuli. Conversely, books are more individual in 
nature and subject to individual interpretations, meanings, and depictions. Although the meanings of films may 

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

42 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

differ, the presentation can be a shared or collective experience. Sport films, in the context of this discussion, 
offer much more.  

Perceived for many years as a mere cinematic display of nonsensical comedic relief, unwavering heroic altruism, 
and hypnotic value inculcation, a closer look at the sport film genre reveals a portal through which American 
society can be analyzed and assessed. Presently, a body of research exists that highlights some of the trends and 
nuances within American society, sport, and film (Baker, 2003; Cartier, 2014; Daniels, 2005; Pearson, Curtis, 
Haney, & Zhang, 2003; Tudor, 1997).This research has examined some of the socio-cultural and historical issues, 
media depictions and characterizations, and contemporary themes addressed in sport films. Pedagogically sport 
films serve as a viable instructional medium (Bryant & McElroy, 1997; Marcus & Monaghan, 2009); one that 
can enable the instructor to reproduce a situation whereby the student can vicariously enter the world of the 
depicted character. Thus, the student can be engaged in the era, lifestyle, political-economic system, and 
prevailing socio-cultural milieu. As a result, a clearer understanding and more focused analysis can be achieved.  

Statement of the Problem  

Although the sport film has been a fixture in American popular culture since the nascent years of the motion 
picture industry, a paucity of published research and/or information related to the pedagogical impact of this 
medium has been addressed in sociology of sport and physical education texts.   

This shortcoming does not imply a gross omission, but quite possibly the need for a broader discussion regarding 
the term “media and sport.”This paper will discuss (a) the pedagogical value of films, specifically sport theme 
feature films, as an instructional tool via a sport film analysis project;(b) the efficacy and value of a sport film 
project via a two-part questionnaire; and (c) the development of a reliable scale for measuring students’ 
perceptions of the film analysis project. Lastly, it will call attention to the dearth of space devoted to sport films 
as a pedagogical instructional tool, and provide an example of how sport films have been used for over a decade 
in a required graduate level sport managementcore course.   

Literature Review  

Pedagogical Significance  

Early studies by Babcock (1967) and Cawthon (1968) identified heightened enthusiasm and increased 
understanding of human situations through films.More contemporary studies (Azzarito, 2010;Hovet, 2006; 
Metzger, 2007;Valdez, & Halley, 1999) have documented similar findings, thereby corroborating some of the 
perceived benefits of film as an instructional tool.Bailey and Ledford (1994) cited the employment of 
contemporary films in the classroom as having a significant impact on retention through the mental stamping of 
vivid images in the mind.Helping students interpret and conceptualize social phenomena, as well as develop a 
social perspective are salient pedagogical assets of films.They can reinforce existing socio-cultural concepts and 
lead to the discovery of new ones (Cartier, 2014; Tipton &Tiemann, 1993; Wollensky, 1982).Burton (1988), a 
major proponent of feature films for instructional purposes, noted that film in all of its formats can be an 
invaluable teaching tool; while Maynard (1977) suggested that they can be as legitimate as books in the 
curricula.They are essentially texts and can be used in virtually the same context in the classroom 
(Voller&Widdows, 1993).The employment of the feature film to address sociocultural issues and themes has 
significant pedagogical relevance, according to Dickerson (1991):  

A sociocultural film analysis assumes that a film or any cultural artifact is not created in a vacuum. Rather it 
reflects, in a variety of ways, the culture that produced the artifact. Therefore, an intense examination of a cultural 
artifact will produce meaningful conclusions about the values of the culture producing the artifact.(p. 4)  

Scholars from a variety of disciplines have contended that films in general, and sport films in particular, have 
assisted in the acculturation of immigrants, as well as people around the world (Jowett, 1976; Pearson, Haney, 

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

43 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

Curtis, & Zhang, 2001; Sklar, 1994).In fact, they have served as instructional tools by which individuals have 
learned and acquired American values and mores.  

Contextual Cues  

Due to the pervasiveness of film in contemporary society it would appear that its use in academe would be far 
more prevalent. Films enable the instructor and student to reproduce a situation for mutual understanding and 
optimal analysis. Within the context of this re-creation the learner can vicariously enter the world of the depicted 
character.   

The ability of feature films to capture such rich situational social dynamics is an invaluable asset (Gregg, Hosley, 
Weng, &Montemayor, 1995). Films have an even greater function than illustration since “a good film can provide 
emotional immediacy and probing insight” (Demerath, 1981, p. 71). The engaging affect that film has on its 
viewers, as noted by Max Weber as “verstehen” (Abel, 1948) or “motivational understanding” (Abel, 1970), 
affords individuals the opportunity to view the world through the eyes of another empathetically and vicariously. 
Burton (1988) elaborated on this unique aspect:  

If the film is a strong one, the viewer may not just watch the unfolding screenplay, but he or she  

participates in it. He or she will often identify with one of the characters, and the result of the experience may be 
that the viewer may learn something of what it feels like to stand in the shoes of a person of a different time, 
nationality, ethnic group, or of some other situation vastly dissimilar to his or her own . . .(p. 264)  

The expansive nature of sport within society has led many social scientists to view it as a microcosm of society. 
And like society, sport is a social construction (Coakley, 2015) constantly evolving through the interactions 
between and among people within their varied environments. The employment of the sport theme feature film 
has provided a unique window for students to explore a myriad of issues in sport and society; particularly those 
who aspire to work in the physical activity industry (i.e., sport, fitness, recreation, and health).This situational 
circumstance is important to note because it provides individuals with a means for explaining social phenomena, 
which is consistent with an interactionist perspective, and symbolic interaction theory in particular.  

According to symbolic interaction theory (Blumer, 1969), individuals construct their own social worlds based on 
various elements within society (i.e., individuals, groups, institutions, etc.).Researchers agree that films are 
influential in shaping our views of reality as well (Bailey & Ledford, 1994; Giroux, 2008; Sochen, 1993). This is 
achieved through the continual construction of our social worlds with film images, depictions, and metaphors.   

Sport Film Research  

Contemporary sport film studies have been instrumental in highlighting some of the salient socio-cultural and 
historical issues in American society (King &Leonard, 2006).For example, Pearson et al. (2001) found distinct 
trends in the kinds of American sport films made over a 69-year period.They opined that the kinds of sport films 
made and subsequently released were inextricably tied to social, cultural, political, and economic influences, as 
well as historical circumstances (e.g., Great Depression, World War II, Civil Rights movement, Title IX, etc.).In 
essence, the disposition of American society had a substantial impact on the images, depictions, and story lines 
of sport films.  

Similar studies have examined the depiction and characterization of women and ethnic minorities in sport films 
(Baker, 2003; Campbell, 2005; Daniels, 2005;Pearson, 2010; Tudor, 1997), while others chronicled thematic 
trends (Crawford, 1988; Kibby, 1998; Mosher, 1982).Arguably the most comprehensive study of sport films from 
their inception through the mid-1980s was compiled by Zucker and Babich (1987).Although inclusive of foreign 
films, “shorts,” and silent films, this compilation of sport films is noteworthy.  

  

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

44 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

Textbook Incorporation  

Based upon a cursory review of 15 prominently used and nationally distributed Sociology of Sport texts, the term 
"media and sport" rarely referred to or included sport film research.Interestingly, most text space was reserved 
for discussions pertaining to print (i.e., newspapers and magazines), broadcast (i.e., television and radio), and 
electronic (i.e., Internet and Twitter) medias (e.g., Coakley, 2015; Sage & Eitzen, 2013; Woods, 2011). Yet, sport 
films are also a viable media source that warrants discussion.Presently aconsiderable amount of time, expense, 
and national attention have been devoted to sport films.Some of which have been critically acclaimed and/or have 
won the most coveted awards in the motion picture industry (e.g., Raging Bull, 1980; Jerry Maguire, 1996; Million 
Dollar Baby, 2004;Blind Side, 2009; etc.).They have been found to influence, impact, and reflect various societal 
trends and patterns.Toplin (1993) echoed this sentiment in his film anthology, and mentioned that historians have 
frequently used literature, art, and music to analyze change in American society.Film was no exception:  

In the past two decades historians have given increasing attention to another valuable source – Hollywood 
movies. They have examined the ways in which themes developed in the movies sometimes reveal or verify shifts 
in the public’s interests, hopes, fears, and prejudices. (p. vii)  

For example, filmmakers were discouraged from making auto-racing films during WWII by the federal 
government because of the rationing of various products used in the war effort (e.g., gasoline, rubber, steel, 
etc.).Consequently, a dearth of these films wasreleased during the war years.Other film studies, which have 
employed content analysis, have yielded data on the lack of female sport role models, limited depictions, and 
stereotypic characterizations (Crawford, 1984; Pearson, 2010; Tudor, 1997).   

Procedures   

Sport Film Analysis Assignment  

For the past 15 years my colleagues and I have studied sport films and have employed them in the classroom as 
an instructional tool.We have been a major proponent of their use, and have standardized a project that has been 
a salient feature of a required graduate course serving both physical education and sport management students at 
our university (see Appendix A).The Sport Film Analysis Project has been a fixture in the graduate course, which 
meets once a week (three hours) for 15 weeks, during the spring semester.Initial class meetings traditionally 
address salient socio-cultural concepts and themes manifested in sport (i.e., deviance, violence, women, role 
modeling, nationalism, etc.).The project commences with the formation of randomly assigned groups.The random 
assignment of students to groups is designed to discourage cliques and assure unbiased selection.This can be 
accomplished through various means.   

The film analysis necessitates the identification of various socio-cultural concepts and/or issues addressed in class, 
thereby reinforcing lecture and textbook content.Each film analysis group is required to: (a) highlight and discuss 
the socio-cultural issues identified, (b) show their selected film, (c) respond to questions posed by classmates, and 
(d) construct two objective questions which may be used on the final examination.The latter requirement is a 
pedagogical strategy employed to encourage student participation and class attendance.Prior to the analyses an 
example of a film analysis is discussed to acquaint students with the requisite format and structure.Several lists 
of sport theme feature films, as well as information pertaining to public library holdings and commercial 
video/DVD store rentals, are disseminated to students.  

Method  

Scale Development  

A Film Analysis Attitude Scale (FAAS) was developed to examine students’ perceptions toward the use of a film 
analysis as an integral part of the course requirements and to examine whether a change of attitude was evident 
after the introduction of the film analysis assignment. Development of the FAAS was based on a thorough review 

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

45 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

of related literature. Two university professors who teach in the area of sport management and have expertise in 
research deign, as well as scale development, examined the content validity of the scale. Exploratory factor 
analysis was used to examine the factor structure of the scale, whereas the alpha reliability coefficients were used 
to determine its internal consistency. The initial FAAS had 12 items, and the responses were based on a 5-point 
Likert Scale (“Strongly Agree”, “Agree”, “Uncertain”, “Disagree” and “Strongly Disagree”).  Only the first 11 
items of the FAAS were used to measure the students’ attitudes toward the film analysis, whereas the last item 
assessed students’ preference of an examination over the film analysis project.  In addition, an open-ended 
question was included at the end to seek students’ opinions and recommendations of the film analysis assignment.  

Demographic Data  

A total of 160 students were enrolled in the course during the years that the study was conducted. The course was 
“housed” in the Department of Health and Human Performance (HHP), which was in the College of Education. 
It was a required graduate course for students enrolled in the HHP’s sport management program of study. The 
gender of those enrolled was 51% female and 49% male. The ethnic breakdown of the students was as follows: 
White 68%, Black 20%, Hispanic 9%, and Asian 3%. The average age of students enrolled in the university’s 
master’s degree programs was 29. The questionnaire respondents (N = 141) were students who enrolled in the 
face-to-face graduate sport management course over a seven-year period from 1998 through 2010.The study does 
not include several years when the course was taught on-line due to a slightly different course structure, and the 
inability to obtain a reasonable response from distance learning students.  

The FAAS was distributed to students during class at the very beginning of the semester. Theywere told the 
purpose of the study and informed that their participation would be strictly confidential and voluntary. Students 
who participated in the study were asked to create a personal code to identify them instead of using their real 
names. This procedure was necessary since they would use the same personal code when completing the 
questionnaire the second time (i.e., toward the end of the semester after their film analysis assignment was 
completed). On the second questionnaire a qualitative research component, in the form of an open-ended prompt, 
was included to elicit students’ general reactions and recommendations regarding the film analysis assignment. 
Ideally, the inclusion of this prompt would allow students to express their unbiased perspectives pertaining to this 
pedagogical technique.In turn, this information would be employed to improve specific aspects of the course.  

Results  

SPSS 16.0 for Windows (SPSS, 2008) was used for data analysis. The FACTOR REDUCTION procedure was 
used to conduct the exploratory factor analysis. The criteria for retaining the factors was based on the eigenvalues 
equal to or greater than one (Guttman, 1954) while comparing to the scree test (Cattell, 1966). Paired-sample t-
tests were used to compare the mean differences between pretest and posttest scores. Using the alpha extraction 
and promax rotation technique, three factors emerged. One item, which had double loading (> .37) across two 
factors, was discarded. The same FACTOR REDUCTION procedure was employed again to the data set without 
the deleted item. As a result, three factors were identified: Enhancement (3 items), Interaction (2 items), and 
Preference (5 items).These three factors accounted for 65.74% of the total explained variance. Item description 
and results of the pattern matrix are presented in Table 1. All items had a factor loading of .40 or higher without 
double loading. Cronbach’salpha for the three factors were .76, .77, and .76, respectively.   

  

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

46 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

Table 1: Factor Loadings of the Three-Factor Film Analysis Attitude Scale (FAAS)  

   I   II   III   

I felt very comfortable when the film analysis project was assigned.   0.53 -0.14 0.05 

The film analysis project will help me better understand sociological issues/themes.   0.76 -0.03 0.23 

Films appear to provide excellent examples of sociological issues conveyed through 

sport settings.   
0.80 0.15 -0.24 

The film analysis project will enable me to establish and build rapport with other 

members in my group.   
-0.01 0.97 -0.13 

The use of groups to perform the film analysis will enable me to learn from group 

members.   
-0.01 0.58 0.27 

I would prefer to do an individual film analysis as opposed to a group analysis.   0.19 -0.26 -0.60 

The film analysis project will make me and my classmates more responsible for 

learning various sociological issues/themes.   
0.19 0.20 0.48 

The allotment of points (or percentage of the grade) for the film analysis is 

appropriate.   
0.16 -0.09 0.66 

Too much class time will be spent on the film analysis project.   0.11 0.03 -0.77 

I would prefer to have an examination over the sociological issues/themes covered 

in the text than the film analysis project.   
-0.01 0.09 -0.57 

Among theparticipants (N= 141), 86 completed both questionnaires and were used for data analysis. Paired sample 
t-tests were used to compare the mean differences between the pretest and posttest scores. Results showed that 
there were significant (p< .01) mean differences in four of those 10 items. The results of the t-tests are depicted 
in Table 2.  

Table 2: Paired Samples T-Tests Comparing Pretest and Posttest Attitude Scores  

 

   Diff.   t   p   

Enhancement:          

1. I felt very comfortable when the film analysis project was assigned.   .512 3.53 .001* 

2. The film analysis project will help me better understand sociological 

issues/themes.   
.453 4.73 .000* 

3. Films appear to provide excellent examples of sociological issues conveyed 

through sport settings.   

Interaction:   

.279 3.00 .004* 

1. The film analysis project will enable me to establish and build rapport with 

other members in my group.   
.035 0.34 .738 

2. The use of groups to perform the film analysis will enable me to learn from 

group members.   

Preference:   

-.105 -1.04 .301 

1. I would prefer to do an individual film analysis as oppose to a group 

analysis.   
-.116 -0.71 .483 

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

47 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

2. The film analysis project will make me and my classmates more responsible 

for learning various sociological issues/themes.   
.198 1.71 .091 

3. The allotment of points (or percentage of the grade) for the film analysis is 

appropriate.   
.518 5.04 .000* 

4. Too much class time will be spent on the film analysis project.   -.163 -1.23 .222 

5. I would prefer to have an examination over the sociological issues/themes 

covered in the text than the film analysis project.   
-.047 -0.32 .752 

Diff. = Mean difference   

* p< .01  

In addition to the quantitative data results, qualitative techniques such as analysis in terms of frequency counts 
and nonfrequency analysis (Fraenkel & Wallen, 2000)were employed. This necessitated the categorization of 
themes or responses (i.e., positive, negative, and neutral) based on the open-ended prompt that solicited students’ 
reactions and recommendations pertaining to the film analysis assignment. A partial listing of positive, negative, 
and neutral student reactions are documented in Appendix B. Results of the content analysis revealed that a total 
of 56 students responded to the open-ended prompt. Of that number, 42 (75%) of the respondents believed that 
the film analysis was of benefit, and contributed to their overall understanding of the course concepts.   

For example: “I really enjoyed it. It was a break from the normal classroom lecture, while it allowed us to learn 
at the same time. It drew my attention toward areas I had not investigated before” (Respondent Delta, 2000). In 
addition, many of the students were of the opinion that the collaborative aspect of the project enabled them to 
learn from other students in and outside their respective group.   

One respondent summarized this sentiment: “Since my classmates brought up better ideas, the analysis went 
deeper. I needed the members in my group. It would be stressful if it was an individual assignment” 
(Respondent!!, 2010). Most of the students who responded favorably toward the film analysis project indicated 
that they tend to conceptualize sociological issues better because they saw them and analyze films a bit more 
critically due to the assignment.   

Contrarily, five of the 56 respondents (9%) viewed the film analysis project negatively. One student stated: “It 
was difficult to equally assign workload among group members, & w/graduate work, I would like to be totally 
responsible for my grade” (Respondent 2223, 2010). Another student felt that more instructor guidance was 
necessary: “More input from you [instructor] on the films. More clips of the movies & class discussion rather 
than watching the entire movie” (Respondent 9424, 2002). Although there were few unfavorable responses 
documented, those that were revolved around collaborative projects, viewing entire films, and group selection.  

Lastly, nine of the 56 respondents’ comments (16%) were deemed to be neutral. This thematic categorization was 
delineated because of the respondents’ “middle of the road” responses. The responses that were categorized as 
neutral were characteristic of basic suggestions and recommendations that respondents would like to see 
incorporated in future classes. One student, for example, wrote: “2 pages was too short – would like to have seen 
all movies – possibly larger groups with more involvement” (Respondent BB, 2010). Another student’s response 
aptly conveys an ambivalent positive – negative statement: “I would have liked to work on a film of greater social 
significance. However, my group could not agree on a film. Regardless, I enjoyed taking a deeper look at our film 
and examining its social impact” (Respondent T1, 2002). Interestingly, none of the neutral responses suggested 
or alluded to a desire to discontinue the film analysis project as a learning activity.  

Discussion  

Based on the results of this study, it could be concluded that the FAAS was a valid instrument that could be used 
to measure students’ attitudes toward the film analysis assignment. The data suggest that the film analysis project 

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

48 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

changed the perception of many students in diverse ways. First, when it was uncertain in the beginning, the 
students later found they were comfortable in completing the film analysis assignment and collaborating with 
other students. They also found that the project helped them better understand sociocultural issues, which were 
conveyed through sport settings. In addition, students also felt it was fair to use the project to determine part of 
their final grade in the course. As a matter of fact, most students strongly preferred to participate in the film 
analysis project rather than sit for a written examination covering selected course content.   

In conclusion, this study supported previous research studies that a film analysis could be used to enhance 
students’ learning experience. It also supports the notion that a collaborative project can stimulate group 
discussion and shared peer learning. Lastly, similar to both Demerath (1981) and Burton (1988), students 
expressed a vicarious affect and heightened empathy when viewing films with certain socio-cultural themes and 
concepts in mind, as well as “verstehen” (Abel, 1948) or “motivational understanding” (Abel, 1970).  

 However, caution should be taken when using it as a teaching aid. As pointed out by Downey, Jackson, Puig, 
and Furman (2003), though films might simplify or minimize real-life social or psychological complexities and 
could engage students on multiple levels in their learning process, the characters could not actively engage in 
dialogue or form relationships with the students. Therefore, students should exercise their critical thinking skills 
to identify and manage these limitations. As a result of this study, we contend that several other factors must be 
considered to maximize student benefits when assigning a film analysis project in a graduate level sport 
management course.Among them are the following: (a) the sport films available to students and the selected film; 
(b) the ambivalence of some students toward collaborative projects; (c) the decision to have groups show all or 
part of analyzed films; and (d) the laissez-faire leadership style and shared governance within groups. The latter 
point alludes to the freedom within groups to address the project collaboratively; however, when there is no 
identified leader issues pertaining to equity of work can become an inhibiting factor. This may be one of the more 
salient obstacles encountered when students engage in a collaborative project like the film analysis assignment.  

Conclusion  

We believe, as do other scholars involved in this type of research, that sport films have much more to offer than 
their box office appeal and entertainment value. Pedagogically, they can provide a stimulating, interactive, 
learning environment that facilitates the acquisition and retention of course content. Students’ in-class 
attentiveness, unbridled reactions, dynamic discussions, and course evaluations attest to the instructional impact 
of sport films. Our study, with its complimentary research methodology, corroborated many of these aspects. The 
implementation of the FAAS demonstrates the efficacy of quantifying students’ perspectives toward an 
instructional strategy utilizing sport films, thereby validating their salient benefits.   

On a personal level sport films can impact the development of self-identity, selfworth, and self-esteem via various 
depictions and characterizations (or the lack thereof). And like print and broadcast medias, they do offer a viable 
means for examining American culture regardless of the “poetic license” that filmmakers take; a point argued by 
Baker (1998) in his analysis of The Jackie Robinson Story (1950). Interestingly, the film was perceived to be very 
liberal for its time, even though it made no mention of Robinson’s near dishonorable discharge from the military 
for his anti-Jim Crow stand. Briley (2005) also noted the poetic license or “artistic freedom” extended to 
filmmakers in his discussion of sport films during the Reagan administration and how films are inextricably tied 
to the society and era in which they were released. This suggests that learning can be achieved in diverse ways 
through the implementation of sport films in the classroom.  

This is not to suggest that all sport films have redeeming value and are worthy of discussion, but there is quite 
often a message conveyed whether it is subtle or overt. We have always been of the opinion that the 
overrepresentation, under-representation, and omission of certain segments of American society (e.g., women, 

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

49 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

ethnic minorities, physically challenged, etc.), as well as the depictions and characterizations in sport films 
warrant discussion.   

It is our hope that discussions regarding the media and sport in contemporary sociology of sport texts be broader 
and more inclusive of sport films due to their sociocultural and historical significance. In addition, since many 
sport management and physical education programs include a sport sociology oriented course, it is imperative 
that the pedagogical strategy employed be dynamic, innovative, and contemporary. Lastly, although we found the 
FAAS to be a reliable scale for measuring students’ perceptions toward the use of a sport film analysis, as an 
instructional strategy, further research with a larger sample is necessary to determine the instrument’s validity.  

References   

Abel, T. (1948).The operation called verstehen.The American Journal of Sociology, 54, 211-218.  

Abel, T. (1970). The foundation of sociological theory. New York, NY: Random House.  

Azzarito, L. (2010).Future girls, transcendent femininities and new pedagogies: Toward girls’hybrid bodies? 
Sport, Education and Society, 15(3), 261-275.  

Babcock, D. (1967). The use of motion pictures in teaching slow learners.Report Resumes.Verona, NY: Vernon-
Verona-Sherrill Central School. (ERIC DocumentReproduction Service No. ED 019 271)  

Bailey, D. H., & Ledford, B. R. (1994). The feature film as an instructional medium.International Journal of 
Instructional Media, 21(2), 147-154.  

Baker, A. (1998). Sport films, history, and identity.Journal of Sport History, 25(2), 217-233.  

Baker, A. (2003). Contesting identities: Sports in American film. Urbana, IL: University of Illinois Press.  

Bergan, R. (1982). Sports in the movies. New York, NY: Proteus.    

Blumer, H. (1969). Symbolic interaction: Perspective and method. Englewood Cliffs, NJ: Prentice Hall.  

Briley, R. (2005). Basketball’s great white hope and Ronald Reagan’s America: Hoosiers (1986). Film & History: 
An Interdisciplinary Journal of Film and Television Studies, 35(1), 1219.  

Bryant, J. E., &McElroy, M. (1997). Sociological dynamics of sport and exercise. Englewood, CO: Morton.  

Burton, C. E. (1988). Sociology and the feature film.Teaching Sociology, 16, 263-271.  

Campbell, A. (2005). Women, sport, and film class.Women’s Studies Quarterly, 33(1/2), 210-223.  

Cartier, N. (2014). Black women on-screen as future texts: A new look at black pop culture representations. 
Cinema Journal, 53(4), 150-157.  

Cawthon, D. L. (1968).Introduction to film. Oklahoma Consortium on Research Development   

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

50 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

Pilot Grant: Final Report. (ERIC Document Reproduction Service No. ED 021546) Coakley, J. J. (2015).Sports 
in society: Issues & controversies (11th ed.). New York, NY:  McGraw-Hill.  

Crawford, S. A. G. M. (1984). The celluloid athlete.Journal of Physical Education, Recreation and Dance, 55(8), 
24-27.  

Crawford, S. A. G. M. (1988). The sport film: Its cultural significance. Journal of Physical Education, Recreation 
and Dance, 59(6), 45-49.  

Daniels, D. B. (2005). You throw like a girl: Sport and misogyny on the silver screen. Film &History, 35, 29-38.  

Demerath, N. J., III. (1981). Through a double-crossed eye: Sociology and the movies. Teaching Sociology, 9(1), 
69-82.   

Dickerson, G. E. (1991).  The cinema of baseball: Images of America, 1929-1989. Westport, CT: Meckler.  

Downey, E. P., Jackson, R. L., Puig, M. E., & Furman, R. (2003). Perceptions of efficacy in the use of 
contemporary film in social work education: An exploratory study. Social Work Education, 22(4), 401-
410.  

Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education (4th ed.). Boston, MA: 
McGraw-Hill.   

Giroux, H. A. (2008). Hollywood film as public pedagogy: Education in the crossfire. Afterimage, 35(5), 7-13.  

Godwin, J. (2003). Film in the classroom: Toward a more effective pedagogy(Master’s thesis).  Retrieved from 
http://scholarcommons.usf.edu/etd/1373  

Gregg, V. R., Hosley, C. A., Weng, A., &Montemayor, R. (1995). Using feature films to promote active learning 
in the college classroom. In Teaching of psychology: Ideas and innovations. Proceedings of the 9th Annual 
Conference on Undergraduate Teaching of Psychology, Ellenville, 32-43.  

Hovet, T. (2006) The teacher as exhibitor: The pedagogical lessons from early film exhibition. Pedagogy, 6(2), 
327-335.  

Jowett, G. (1976). Film: The democratic art. Boston, MA: Little-Brown.  

Kibby, M. D. (1998). Nostalgia for the masculine: Onward to the past in the sport films of theeighties.Canadian 
Journal of Film Studies, 7(1), 16-28.  

King, C. R., & Leonard, D. J. (2006). Visual economies of/in motion: Sport and film. New York, NY: Peter Lang.  

Maynard, R. A. (1971). The celluloid curriculum: How to use movies in the classroom. NewYork, NY: Hayden.  

Marcus, S. A., & Monaghan, M. (2009). Tasting the fluoride: The potential of feature film to enhance the 
instruction of the Women’s Movement. Social Studies Research and Practice, 4(1), 13-30.  

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

51 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

Metzger, S. A. (2007). Pedagogy and historical feature film: Toward historical literacy. Film &History: An 
Interdisciplinary Journal of Film and Television, 37(2), 67-75.  

Mosher, S. D. (1982). Sport movies grow up. Journal of Physical Education, Recreation and Dance, 53(2), 35-
36.  

Mosher, S. D. (1983). The white dreams of God: The mythology of sport films. Arena Review, 7(2), 15-19.  

Pearson, D. W. (2001). The depiction and characterization of women in sport film.Women in Sport & Physical 
Activity Journal, 10(1), 103-124.  

Pearson, D. W., Haney, C. A., Curtis, R. L., & Zhang, J. J. (2001). Social change and sport films: Shifts in content 
across cultural eras 1930-1998. International Sports Journal, 5(2), 136-152.  

Pearson, D. W., Curtis, R. L., Haney, C. A., & Zhang, J. J. (2003). Sport films: Social dimensions over time 1930-
1995. Journal of Sport & Social Issues, 27(2), 145-161.  

Pearson, D. W. (2010).Absence of power: Sheroes in sport films post-Title IX. In L. K. Fuller (Ed.), Sports, 
rhetoric, and gender: Global and universal contexts (pp. 233-247). New  York, NY: Peter Lang.  

Sage, G. H., & Eitzen, D. S. (2013).Sociology of North American sport (9th ed.). New York, NY: Oxford 
University Press.  

Sklar, R. (1994). Movie-made America: A cultural history of American movies (Rev. ed.). New York, NY: 
Vintage.  

Sochen, J. (1993). The prices of power: Women’s depictions in film. In J. Combs (Ed.), Movies and politics: The 
dynamic relationship (pp. 97-113). New York, NY: Garland.   

Tipton. D. B., &Tiemann, K. A. (1993). Using the feature film to facilitate sociological thinking. Teaching 
Sociology, 21, 187-191.  

Toplin, R. B. (Ed.). (1993). Hollywood as mirror: Changing views of “outsiders” and “enemies” in American 
movies. Westport, CT: Greenwood.  

Tudor, D. V. (1997). Hollywood’s vision of team sports: Heroes, race, and gender. New York, NY:Garland.  

Valdez, A., & Halley, J. (1999). Teaching Mexican American experiences through film: Private issues and public 
problems. Teaching Sociology, 27(3), 286-295.  

Voller, P., &Widdows, S. (1993). Feature film as text: A framework for classroom use. ELT Journal, 47, 342-
353.  

Wollensky, R. P. (1982). An introduction to the use of educational film in teaching sociology: Using films in 
sociology courses. Washington, DC: American Sociological Association.  

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

52 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

Woods, R. B. (2011). Socialissues in sport (2nd ed.). Champaign, IL: Human Kinetics.  

Zucker, H. M., & Babich, L. J. (1987). Sport films: A complete reference. Jefferson, NC: McFarland.  

Appendix A  

Sport Film Analysis Project  

Goal:   

To acquaint students with, and increase their understanding of, various socio-cultural issues in sport conveyed 
through film (videocassette or DVD).  

Task:   

Within randomly formed groups, students will select a movie that has a sport-related theme.  With assistance from 
group members students will analyze the movie in an attempt to identify salient socio-cultural issues in sport.  A 
minimum of five socio-cultural issues must be identified and corroborated through the literature.  Each group will 
work collaboratively to select, analyze, and synthesize their findings.  A sport film analysis paper no longer than 
three and one-half pages in length will be required of each group.  Randomly selected groups will present their 
film and give a brief overview (10-12 minutes) of their analysis in class.  

Grading:    

A total of 20 percent of the total grade (20 pts.) will be awarded for the project.  Grading will be based on several 
factors: 1) organization and documentation, 2) relevance of material, 3) depth of analysis, 4) clarity, and 5) basic 
writing skills.  Each group member will receive the same grade.  Remember, this is a collaborative effort.   

Procedure:     

1) Select a movie to analyze from the list provided.  

2) With group member assistance analyze the movie.  

3) Prepare a succinct written summary (3 – 3 ½ pages) of your analysis.  

4) Identify at least five salient socio-cultural issues in sport (e.g., deviance, race, violence, discrimination, 
sexism, etc.) and elaborate on them in your summary.  

5) Write a brief introductory paragraph addressing the following: setting, time period, SES of major 
character(s), etcetera, to help put the film in perspective.  

6) Select the film to be analyzed and notify the instructor as soon as possible.  

7) Write two multiple-choice questions (in confidence) based on your film that may be used on the final 
examination. The questions must have five options (a-e). Include the answer for each question  

Project Due Date:   

TBA   

Points To Remember:  

• Start early by contacting your partners and selecting a sport film to review.  

• Only Instructor Approved Films may be analyzed.  

• The maximum movie length to be shown in class is two hours.  

• Film designation will depend on instructor notification (“first come – first serve” on film).  

• The summary must be typed, double-spaced, and with a 12-pt. font.  

• Projects must be paginated.  

• Group members should contribute equally to the project.  

• Select films from the instructor approved list.   

mailto:topacademicjournals@gmail.com


    

 American Journal of Medical and Physical Education 
Vol.7, Issue 2; March-April 2022; 

1252 Columbia Rd NW, Washington DC, United States 

https://topjournals.org/index.php/AJMPE; mail: topacademicjournals@gmail.com 

  

 

  

53 | A m e r i c a n  J o u r n a l  o f  M e d i c a l  a n d  P h y s i c a l  E d u c a t i o n  

|  https://topjournals.org/index.php/AJMPE 

• Consult the instructor if there are questions.    

Appendix B  

Partial Listing of Students’ Reactions  

Positive Responses:  

•  “The film analysis was a great idea; it was the type of project that I believe graduate school should have 
more of. I would strongly recommend using more analysis in the future” (Respondent 3567, 2004).  

• “Great teaching tool. Never realized the extent that sport films use many other real world themes. There 
are many messages other than the sport itself. Thanks for the education!” (Respondent 3914, 2003).  

• “Interesting idea. I was not sure about the project at first, but I enjoyed the assignment & the presentations 
of other groups” (Respondent Boz, 2002).  

Neutral Responses:  

•  “I just have a bias against group work” (Respondent DEM, 2010).  

• “We should have done more films and more presentations. Sometimes people learn more from what they 
see than what they hear!!!” (Respondent Slim, 1998).  

• “I really enjoyed doing the Film Analysis. Next time I think that all groups should show their films and 
discuss their issues. This is a very good idea that needs to be kept in the course” (Respondent 1421, 2000).  

Negative Responses:  

•  “I would not show movies in class time” (Respondent Snake, 1998).  

• “It was a hassle to try to organize our group. We ended up doing most of the work over the Internet and 
one of our groups didn’t have access. It would’ve been easier as a solo project” (Respondent SJSVBC, 2000).  

  

  

mailto:topacademicjournals@gmail.com

