Earlier this year I posted about a new course proposal entitled “Stats, Sports, and School.” ** **My proposal was accepted! This means that I will be preparing for this course until it launches August 2013.

Now the Hard Work begins.

I want kids to be able to pursue their interests in constructing a statistical research project. On the surface, their research topic should be tied (in some way) to sports or sports medicine.

**So I have some questions for you. I’d love your comments: **

**1. Imagine you’re a student who’s just been dropped into this course. What would you be interested in learning more about / researching in the sports/sports medicine field?**

**2. **** Imagine you’re a student who’s just been dropped into this course. What would you be interested in learning more about / researching in the area of statistics/data? **

**3. After you leave this course, what would you hope you have experienced. learned. or achieved?**

Answer any of these or all of them.

Thanks.

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## About roughlynormal

I have been a math/statistics teacher for 20 years. I currently teach at a college prep school in southern California. I also coach teaching fellows for Math for America - Los Angeles chapter. I love my career, my colleagues, and my friends & family.

I’m afraid my reaction would be “who locked me in the room with all these sports nuts? let me out! let me out, now!”

Congratulations! I have no suggestions right now, but I’ll keep this course in mind.

Okay, here’s one for #3: I want to have experienced messing around with actual data—ideally collected by me—and finding out that I can say something intelligent about the surrounding topic as a result.

At the end of that path, then, there is probably a presentation (written or video or whatever) where I’ve incorporated graphs, at a minimum, and more if that’s appropriate.

Pingback: “Statistics, Sports and School:” getting ready, Part 1 | roughlynormal

Hi. “Imagine you’re a student … ” I’d like to know if performance enhancing drugs (PEDs) really work in a statistically significant way. As a quick example, Barry Bonds’ 73 home run season was way beyond 2 standard deviations from his 15 year mean home runs per season before that. Is that usually the case, or is the increase more gradual? I don’t know if data exists on when an athlete began using PEDs. By the way, it’s easy to find before and after pictures of Bonds – does every athlete on PEDs change so dramatically? Did Clemens?

Jerry Tuttle

onlinecollegemathteacher.blogspot.com