Abstract

Sport historians have called for more use of oral history in research, writing, preservation, and community engagement projects. Applying oral history sources to sport history pedagogy by focusing on a simulation assignment for an undergraduate-level ‘Sport in American History’ course reveals the potential of this material to enlivening learning opportunities. In this model, students in this class engage in conventional reading, research, writing, and discussion throughout the semester, but in the second half of the course they prepare for and participate in an active-learning assignment based on the ‘1968 U.S. Olympic Team Oral History Project’ conducted and archived by the H.J. Lutcher Stark Center for Physical Culture and Sports at the University of Texas. Each student adopts a persona from one of the 120 participant histories catalogued in the project. With that oral history as a foundation, students produce supplementary research to corroborate the information from the audio file of their interview and ascertain background information on their subject. After completing this multifaceted research, the class simulates negotiations over a proposed boycott of the 1968 Summer Olympics. Qualitative observations, student surveys, and assignment assessment data demonstrates that integrating oral history into a sport history course raises student engagement in the undergraduate classroom.

摘要

体育历史学家呼吁在研究、写作、保存和社区参与项目中更多地使用口述历史。通过专注于本科水平的“美国历史体育”课程的模拟作业，将口述历史资源应用于体育历史教学，揭示了这种材料在激发学习机会方面的潜力。在这个模型中，这个班级的学生在整个学期都进行传统的阅读、研究、写作和讨论，但在课程的后半段，他们准备并参与一项基于 1968 年美国奥运代表队的主动学习任务“口述历史项目”由德克萨斯大学的 HJ Lutcher Stark 体育文化和运动中心进行并存档。每个学生从项目中编目的 120 个参与者历史中的一个中选择一个角色。以口述历史为基础，学生进行补充研究，以证实采访音频文件中的信息，并确定有关他们主题的背景信息。完成这项多方面的研究后，全班模拟关于抵制 1968 年夏季奥运会的谈判。定性观察、学生调查和作业评估数据表明，将口述历史融入体育历史课程可以提高学生在本科课堂中的参与度。完成这项多方面的研究后，全班模拟关于抵制 1968 年夏季奥运会的谈判。定性观察、学生调查和作业评估数据表明，将口述历史融入体育历史课程可以提高学生在本科课堂中的参与度。完成这项多方面的研究后，全班模拟关于抵制 1968 年夏季奥运会的谈判。定性观察、学生调查和作业评估数据表明，将口述历史融入体育历史课程可以提高学生在本科课堂中的参与度。