Readings: The Case Against Perfection by Michael J. Sandel

Watch: Nike Football: The Last Game available at https://www.youtube.com/watch?v=Iy1rumvo9xc

Explore the difference between athletic perfection vs. excellence. Based on Sandel's article and "The Last Game" video what happens to sport when human agency is diminished? What happens when the goal of competition shifts from athletic excellence toward a win-at-all-cost mentality or entertaining the fans? Consider acts of gamespersonship and/or normative or deviant cheating. Incorporate ethical theories, (K) stages, and, (ToJ) in your response.

Explore the sociological underpinnings of sport in America. Food for thought: What are the overarching values? Where do these values come from? What is the goal of competition? What happens when winning is held in highest regard? Identify a performance enhancer (PE) (preferablynota drug, rather a piece of equipment, uniform, rule change, etc.). Does the (PE) highlightorhinder (perfectorobscure) an essential skill the game was meant to test? Does the (PE) move sport toward the display of excellenceorspectacle? Consider the (DM). Use one or more of the sociological theories as your framework to explain. [See Sandel and "Anchored Putting" articles & notes to get started.]

Explore the legal implications of (PE). Thinking points: Could an athlete file a cause of action against a sports league or association for allowing or denying a (PE)? If so, on what basis? Might the fans have a legal claim if they feel the game is being diminished because of (PE) allowances? These are tricky legal questions that have yet to be asked, let alone answered. Still, we need to think about potential legal landmines as sport moves more and more into the future by incorporating technological advances (i.e., automated play calling, machine learning, AI, data analytics, etc.). Use a legal theory to craft a futuristic cause of action against a sports league for their allowance or refusal of a (PE) or for their inclusion or exclusion of a technological advance. Be sure to include your text Word Count, references, and a Key. Incorporate textbook, Module readings/materials, and/or outside primary and secondary sources to bolster your CR.

docx 3.docx (16.5 KB) Page A V of 2 - Critical Response (CR) Rubric Each CR may not exceed three paragraphs (max. WC 400). Students will write three CR's worth 50 points each (your highest CR score will be matched) via "Assignments". The content of the CR's should be considerably more advanced than the TA's and should not include opinion. Rather, CR's should be based on sound and precise moral, ethical, sociological, and legal reasoning. CR's should focus on identifying and applying moral, ethical, value theories that are operative or should've been operative, the sociological lenses that assist in better understanding the issue, and the legal irsues which are central to the particular topic under examination. As a general rule, one paragraph should be allotted for each of the three areas under analysis (moral/ethical, sociological, and legal). Further, students should seamlessly incorporate key aspects of the required readings into the CR, short citing within the response according to APA 6th ed. where applicable. For uniformity, students should title each CR simply; for example, CRI, CR2, and so on. The aim is that students improve their scores as the semester progresses. CR's are based on three criteria, weighted from most critical to critical: 1. Content: A graduate-level, synthesized response which includes clearly identifying and applying the various moral/ethical, sociological, and legal theories at work and seamlessly integrating the theories and other primary source material/topic readings into the response. Response clearly conveys the students' understanding of the theories and applicable material by way of precise analysis and application of the theories to the topic at hand. MacBook Air DII 8