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Developing Critical Thinking Skills in Sport Management

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  1. chapter3 Thinking Critically About Sport Management Stuart M. Keeley, Janet B. Parks, Lucie Thibault

  2. From the Experts • Bob Boucher • Janet Harris • Allen Edwards • Wendy Frisby (continued)

  3. From the Experts (continued) • Managers of the future • Need exceptional thinking skills • Must deal with contemporary issues • Making good decisions • Not based on expediency • Based on justification

  4. Becoming a Critical Thinker • Components of critical thinking • Conscious reflection • Recognition of conflicting values • Scenario • High school basketball player collapses during a tournament game. • What would your decision be?

  5. What Is Critical Thinking? • What critical thinking is not • Just thinking • Negative thinking • Creative thinking • What critical thinking really is • Awareness • Ability • Desire (continued)

  6. What Is Critical Thinking? (continued) • Ideal critical thinkers • Care that their beliefs are true • Care to present a position honestly and clearly • Care about dignity and worth of others

  7. An Equation of Critical Thinking The essence of critical thinking Critical thinking = Questioning skills + Desire to question and accept the results of the questioning

  8. Sponge Versus Panning-for-Gold • Sponge approach • By absorption • Fails to provide methods to believe or reject • Is ineffective • Panning-for-gold approach • Listen with a special attitude • Interact actively with information and arguments • Allows you to sift through information available • Have a sense of self-confidence about beliefs • Have the ability to provide good justification

  9. Critical Thinking Questions • What are the issues and conclusions? • What are the reasons? • What words or phrases are ambiguous? • What are the value conflicts and assumptions? (continued)

  10. Critical Thinking Questions (continued) • What are the descriptive assumptions? • Does the reasoning contain fallacies? • How good is the evidence? • What significant information is omitted?

  11. What Are the Issuesand the Conclusion? • Identify the issue • Identify the conclusion • Descriptive versus prescriptive

  12. What Are the Reasons? • Used to justify conclusion • Helps answer the why question • Reasons + Conclusion = Argument • Merits based on quality

  13. What Words or PhrasesAre Ambiguous? • Clarify key terms and phrases • Seek clarification • Make a conscious effort to recognize how changes in meaning will influence your reaction

  14. What Are the Descriptive Assumptions? (an example) • Scenario: Women’s Sports Foundation (2005) • Conclusion and reason of scenario • Assumptions of scenario • Accept or reject

  15. Does the ReasoningContain Fallacies? • Fallacies are mistakes in reasoning • Represent erroneous or false assumptions • Example: public moneys

  16. How Good Is the Evidence? • Quality and quantity • Descriptive claims • Forms of evidence • Different kinds of evidence

  17. Quality and Quantity • The greater the quality and quantity of evidence, the more we can depend on it as fact • Facts and beliefs should be supported with abundant evidence • Opinions versus facts

  18. Descriptive Claims • Need to know what descriptive claims to count on • Questions • Where is the evidence? • How good is the evidence? • What’s your proof? • How do you know that?

  19. Forms of Evidence Good evidence depends on kind of evidence, such as • Intuition • Appeals to authorities • Testimonials • Personal evidence • Case studies and example • Scientific research studies • Analogies

  20. Different Kinds of Evidence • Appeals to authority • Personal testimonials • Case studies • Scientific studies • Analogies

  21. What Significant InformationIs Omitted? • Browne and Keeley (2004) highlight important kinds of omitted information • By explicitly looking for missing information, you can decide whether you have enough information to judge the author’s reasoning

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