Bracketology: Joe Mule Style - Round 1

Well, THAT was an exciting first round!  Did you see that last second shot in Oklahoma City???  If not, here it is:

Paul Jesperson's buzzer beater

As promised, here is how my brackets are looking:

Top Seeds:  19-13 after the first round.  I don't know what the stats are for any other year, but 13 upsets?  That's impressive!

Cinderellas:  Obviously, if the top seeds went 19-13, the Cinderellas went 13-19 (funny how that works, isn't it?).

Alphabetical:  Sometimes being first isn't best.  The ABC bracket went 10-22, worst among my five, which means Xavier still has a chance (naturally I'm not reseeding after the first round).

Random Selection:  So I'm not going to look for statistical significance here, but the random selection didn't work out so well, either.  Teams picked to win only came out on top 14 times.  But the Yale-eys are hanging in there!

My Heart:  Sadly, my national champion was knocked out in the first round, but kudos to KU for supporting the #RallyforRhyan cause.  Still, my prefered teams did best of all, going 22-10.  And I'm picking Arkansas-Little Rock to go all the way!

ON TO ROUND TWO!!!

  

Bracketology -- JoeMule Style

I've already established that I don't watch much basketball during the regular season.  Well, let me rephrase that; I watch a LOT of basketball during the regular season.  It just happens to be UCM games my students are webcasting and Warrensburg High School games at which my daughter is dancing.  I just don't catch many games on the tube.

As such, I'm never really into filling out brackets.  Can't really make educated selections when I don't even know the teams, you know?  But this year I thought it would be fun to get in on the action.  Instead of studying the match ups and fill out one bracket, though, I decided to use some highly sophisticated criteria and fill out FIVE brackets.  I then will compare results and see which method is most effective.  Are you ready?  Here we go:

Method 1:  The Top Seeds
A whimpy way out, sure.  Who couldn't pick all the top seeds? But really, what are then odds we'll see no upsets?  Pretty slim! So, KU, you are the favorite, but don't get cocky!

Method 2:  The Cinderella Stories
On the opposite end of the spectrum, let's try all the underdogs.  In this bracket, the lower seed in every round wins.  That means all four 16-seeds will have to run the table to get to the Final Four.  From there, I picked the lower ranked teams in the final poll.  Long odds, to be sure, but how cool would that be to see a tournament full of upsets? So, congratulations, Holy Cross, on your TOTALLY unexpected title (maybe I should put some money on this one ...).

Method 3:  The ABCs of Bracketology
Okay, I did this one on a whim.  You know how some who know nothing about sports will just pick the team wearing their favorite color or with the coolest/cutest mascot? I chose my own approach:  alphabetical order.  Every pairing, the team higher in alphabetical order gets the nod. So, sorry Xavier, you were finished before you started.  Arizona, you get the nod over Arkansas-Little Rock, but just barely.

Method 4: The Scientific Method
I'm a social scientist, so like it or not, I had to pick a bracket based on random selection.  You know how they say on any given day, any team can win? Well, in this bracket literally every team had an equal chance of winning.  Took me a while to lay out this bracket because I had to wait until the First Four were finished (sorry, I was not picking them).  Each round the two teams went into a hat, I picked one out, hat team advanced and the other went into the trash.  So, congratulations California, Yale, Michigan and Middle Tennessee for making the Final Four, and your randomly selected national champion is Yale (seems fitting that the Ivy League school would represent the scientific method, don't you think?).

Method 5:  It's All Heart
And, finally, because so much of sport is about what's on the inside, I picked a bracket based purely on emotion.  For bracket number five I chose based upon my own preference.  This wasn't necessarily  the team I favored, mind you.  For example, I picked Stony Brook because I am not a Kentucky fan. I chose Butler because I just cannot pick a team with Texas in its name.  I have UALR going to the championship game because I grew up in North Little Rock.  But sorry, Trojans.  This year I'm gonna #RallyforRhyan.  Let's go (Austin) Peay!!!

So, those are my picks.  I'll be keeping up each night, and we'll see how close I get (and which bracket is most accurate)!

U.S. Reed's Buzzer-Beater: My Favorite March Madness Memory

I've never been a HUGE basketball fan. Maybe it's because I was never very good at it. Oh, I loved to play when I was younger, but I was a power forward in a point guard's body.  I enjoyed to banging around under the basket, going up for rebounds and going for blocked shots.  And I had a sweet hook shot.  But I am 5-9 if I stand REALLY straight, so I was built more for the outside.  Problem there is I can't shoot and I have fewer handles than a plate.  

I have no interest in the NBA, and because I've worked so much basketball as a college sports information director and now as a sports broadcasting professor, I really don't care to watch college ball.  Until March.  

I know, I know.  Lots of people ignore college hoops until the Madness sets in.  For me, though, it's not because that's when the best teams are playing for the title or because Cinderella might find her glass slipper.  It's because that's when my dad and I shared some of our best memories.  We'd watch our beloved Arkansas Razorbacks dominate the old Southwest Conference with Eddie Sutton calling the shots and Sidney Moncrief bringing the magic. We'd marvel at big 6-10 Scott Hastings owning the low post. Those teams, in the late '70s and early '80s were some of the finest in college basketball.  

As I watched UConn's Jalen Adams sink a half-court buzzer beater to force a fourth overtime against Cincinnati and then saw Oklahoma's Buddy Hield have his apparent half court game-winner waved off against West Virginia, I flashed back to 1981 to relive my all-time favorite March Madness memory.

The date was March 14.  The Razorbacks' opponent:  Louisville.  

The place:  Austin, Texas in the second round of the NCAA Tournament.  Here you go:

Arkansas vs. Louisville: 1981

Ulysses "U.S." Reed was a senior, and that shot against the defending national champions put him on the map!  I remember I was lying on the couch, and my dad was across the room in his recliner.  Mom was upstairs in her sewing room watching the game on our little black-and-white TV (I have no idea where my sister was; probably reading in her room).  Dad and I were both bummed after watching Louisville's Derek Smith drain that jumper.  But seconds later, Reed sank the shot that will be etched in the minds of Razorback faithful forever.  Dad and I met in mid-air, screaming at the top of our lungs in the tightest bear hug I think I've ever felt.  Mom came shrieking down the steps, " Did you see that?!?!? Did you see that?!?!?!?"  We were too excited to answer.  But THAT is my favorite March Madness memory.

What's yours? Please share! 

Congratulations, Roger Staubach!!

I woke this morning, checked my Facebook (as I do every morning) and saw that my childhood hero, Roger Staubach, is being honored with the Dick Enberg Award.  The award is given annually by the College Sports Information Directors of America to in individual who embodies what it means to be an Academic All-American.

I was a member of CoSIDA throughout my tenure as a college sports public relations professional and was blessed to work with the group as I completed my doctoral dissertation.  I am so proud of the members for recognizing an American treasure.  Roger Staubach is the reason I became an athlete, which led to a wonderful career as an athletics administrator and to a second career as a professor of sport communication.  His dedication to his country, his excellence on the football field, and his service to his community inspired me then and still does today.

He'll likely never read this, but just in case ... Congratulations, Roger Staubach!!! Thank you for being a true American Hero!!

Roger Staubach Hall of Fame site

Roger Staubach:  A Football Life - Captain America

So You Wanna Be a Sports Reporter??

This summer I'll be teaching a Sports Reporting course.  It used to be called Sports Writing, but as with everything else in the media, convergence is king.  We're going to take some tours of sports talk radio stations, sports production houses, and (hopefully) some PR operations for a couple of Kansas City's professional sports teams.

As I am preparing for the class and revamping my syllabus and lessons, I want to make sure I'm teaching relevant content.  After all, the field is extremely competitive.  According to the U.S. Bureau of Labor Statistics, jobs for announcers are expected to decline 11% from 2014-2024, while jobs for reporters are looking at a 9% decrease.  Not that these positions won't be necessary; there is just such STIFF competition for the jobs available.  And those students with formal training AND EXPERIENCE will have the best opportunities.

So that begged my questions: Do I focus on writing game stories and features, or do I teach them about creating news packages?  Do we discuss cutting highlights to read on the desk or spend more time talking about social media? And where does photography fit in?

I decided the best way to attack setting up the class was to reach out to two of my former students.  One, Jason Strickland, is now a sports writer for the Jefferson City News Tribune.  The other, Alex Agueros, is sports editor of the Sedalia Democrat.  Here is some of what they said:

• Stress writing in active voice (which seems to make perfect sense; it's sports.  Who did what?)

• Photography. LOTS of small town newspapers and even radio stations are doing more and more photography, and often the sports reporter is expected to do his or her own.

• Information management is crucial.  Learn how to use programs like Excel and Access to archive information for future use.

• Interviewing. DUH!!! Good interviewing technique has always been essential.

• Speed; This is a deadline-driven industry.  And not just getting the story out fast, but getting it out fast and WELL DONE.  

So, those were the tips I got.   Here I thought I'd get a lot about "social media is king" and "teach them to debate sports, not just write recaps", but instead they focused on some of the intangibles and some of the more common sense tips.  Good stuff from a couple of our grads.

But I wanted more, so I found this bit by Douglas Miller for the American Journalism Review.  In this piece from May 2015, he interviewed ESPN analyst and visiting professor Kevin Blackistone to find out how to get ahead of the competition.  After all, I don't just want to TEACH my students; I want to help them accomplish their goals and find their dream jobs!

Enjoy!

How to Get a Leg Up in a Sports Media Job

What I've learned ... About making sports packages

      Most people who know I teach sports broadcasting know I have limited actual experience in the field.  Oh, I have major experience in sports (former college athlete, four years as a sports writer, 15 years in college sports PR).  And I HAVE worked in sports broadcasting; two years in basketball color commentary, six years in football color.  But my sports television experience is limited to watching and working on the media relations side.

After a weekend of filming highlights at the MIAA Tournament,
I feel much more confident ... and much more sore!

     What I've depended on is research, seeking advice from pros and colleagues I trust and taking a position in our productions myself.  So this weekend at the MIAA Basketball Tournament, I grabbed a camera and filmed highlights for one of my students, who then cut my shots, recorded voice overs, and produced postgame packages.

     Let me share with you some things I've taken away from this experience. Now, lest you think I'm a complete newb, I DO know what goes into a package; I did have SOME training from my college and continuing education.  Just not a LOT of background.  So these first eight are just standard training tips and good practice in filming:

1. Closer to the action is better, but keep the shot
2. NAT sound is key (and keep your mouth shut)
3. Get crowd/bench/reaction shots
4. Give pad beginning and end
5. Aim to write to video, but generic audio with matching concept video is good
6. For stand ups, expression and hands are necessary.
7. Smile when doing VO so your voice has some life
8. Rack focus and zoom in manual settings

Now, to take those packages a step further, to go from good to great:

1. SEEK CRITIQUES!!!  Find a mentor who has been around and knows what works best.  This will require a thick skin.
2. Study and learn who are the top performers for both teams.  These will be the ones to really follow and make sure you are filming.
3. Figure out early who is most demonstrative.  You get some great video this way that goes beyond the action.

     Finally, I'm 46 years old.  My eyes and body ain't what they used to be. SO, do yourself a favor:

1. Make sure your contact prescription is up to date.  I THINK my shots were in focus, but honestly, it's hard to tell!
2. Exercise.  I recommend military press and lateral raises for the shoulders coupled with a good core routine.  That little five-pound camera feels like 50 by the end of the night.
3. Pack Ben-Gay (or Icy Hot, your choice).  Again, the camera gets heavy!

     So, whatever your sports broadcasting skill level, if you are interested in getting involved or getting better, grab a camera (and some pain reliever) and start shooting!

UCM Digital Media at the MIAA Tournament: Collaboration at its finest!!

Ya'll can color me a proud papa! This weekend, the University of Central Missouri digital media production program was well represented at the MIAA Basketball Tournament at Municipal Auditorium in downtown Kansas City.  Five students came with me in a collaborative venture with two other schools from the conference, Pittsburg State and Fort Hays State.  Our mission:  to share in the experience of webcasting the games, producing highlight packages, and hosting the pregame and postgame shows.  What a wonderful opportunity for the students and experience for us all. And it worked BEAUTIFULLY!!  Fact is, we'll be there three more days sharing in the experience.

I would be remiss if I didn't thank Larry House, MIAA assistant commissioner for Championships, and my good friend, Dr. Troy Comeau, director of broadcasting at Pittsburg State University, for inviting us to share in the experience.  Special thanks to the crew from Fort Hays State, who was also present. I believe our combined efforts gave fans of the tournament a first-class viewing and listening experience, and I could not be more proud. To provide students an opportunity like this, to see the excitement on their faces, and to collaborate with some of my favorite professionals --- THIS is why I teach!!!

Marquis Jones was surprised to learn he'd get to host the pregame show. 

He also provided color commentary.

Jason Ketz follows he action as he prepares 
to produce the highlight packages

Jayda Hill provided color commentary

She also got to host the pregame show!

Bryce Jones, ever the team player, took his

 turn on a baseline camera--wireless.

Kordell Ballard shoots the highlights.  It's

his footage Jason is using for the packages.

Sports Broadcasting: Theory and Practice (I hope!!)

So today I went to a faculty development seminar (kudos to the three outstanding professors who hosted our training) in which I learned about Course Preparation Assignments.  It was an hour long, so I won't go into detail, but basically it was a strategy detailing how to encourage students to read before class so class time could be spent on higher order learning and deeper discussion, as opposed to strict lecture where the professor discusses what the students were supposed to read (I'm not chiding; I often didn't do all/any of my reading either).

This got me thinking about an article a colleague shared with me that considered how media production courses often take on more of a "trade school" feel as opposed to the liberal arts curriculum so often associated with higher education.  In her opening statement, Edwards (2001) said, "Caretakers of classical liberal arts curricula have historically considered media production courses as one more area where the liberal arts have caved in to the pragmatic vocationalism and careerism often demanded by students and their parents" (para. 1).

As a professor who teaches primarily production courses (two sports broadcasting courses, a writing course, print and broadcast news production courses), I can see where Edwards' trepidation comes from.  We are encouraged to provide experiential learning opportunities for our students.  And so often our students' parents ask what our job placement rate is.  Our students beg to get their hands on equipment early and often in their careers.  And admittedly, I am much more comfortable with high-impact learning in a "laboratory" setting.  What fun is it to teach students how to write a broadcast news script but never put them in front of a camera? Why teach students the difference between producing a webcast of a football game vs. a tennis match if you are never going to let them sit in the director's chair?

I've found, though, that there has to be some balance.  We ARE a university, after all.  And no matter how WE teach them to produce a documentary or design a magazine or lay out a website, their future employers may have other software, equipment and procedures.  We HAVE to teach the history, evolution and theory behind our art.

So what do I do? I believe step one will be learn more about CPAs and how to apply them in my classroom.  Step two will then be to see how the improved "book-learning" can improve our productions.  And step three will be to write a paper to share my new-found wisdom!  So, if you'll excuse me, I have some course revamping to do ...

Edwards, E. (2001). To Be Rather than to Seem: Liberal Education and Personal Growth through Documentary Production. Journal of Film and Video (53)1: 9-19.

Study abroad because sport: It's GLOBAL!!

Today a representative from our Study Abroad Office came to my intro to communication class to talk about his experiences as a student in China, Jamaica and the Czech Republic.  He shared how much he had learned, how life-changing the experiences were and how he gained a new, international perspective.  I saw the lightbulb go on for some of my students, but it REALLY lit up for me.  I've wanted to, at some point in my career, participate in an exchange program with a university in Great Britain.  I had a student from England in my sports broadcasting class a couple years ago.  She came from the University of Central Lancashire where she studied sport communication and management.  We talked about making an exchange happen.  To date it has not.

After today's conversation, however, I have a new goal:  a faculty-led study abroad opportunity to Great Britain.  This would be a two- or three-week trip with some of our students in which we would talk to faculty at a British  university about how they teach sport communication; tour a sport production house; visit with the staff and tour the facilities for my former student's employer, Everton Football Club; perhaps conduct a couple site surveys at historic sports venues such as Wimbledon and Wembley Stadium; and (hopefully) shadow with or assist a broadcast crew for an event or two.

This venture would require a minimum of six students, and grants and financial assistance are widely available.  If we can pull this off, it will be an AMAZING opportunity for students interested in sport communication to travel and learn a new perspective on their trade.  If you are interested, please comment and share your thoughts and ideas.

I've attached a link to UCM's Study Abroad Office for more information on the Study Abroad program overall:  https://www.ucmo.edu/studyabroad/.