Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this essay, Michael Real reflects on why communication about sport is of cultural importance and worthy of critical study. The early part of the essay reflects on challenges faced in the development of the study of communication and sport and the author’s involvement in that development. The author reflects on his choice to focus on spectacle and mega-events, such as media treatment of the Super Bowl and the Olympic Games. The essay traces significant influences and “schools” of critical approaches to communication and sport, from small beginnings in the 1970s through rapid expansion of topics and methods in the 1980s and since. Key historic contributions that have influenced research on communication and sport are examined along with conflicts about how to best approach this subject. The focus section of the essay assesses a number of broad theoretical lenses that have value in studying mediated sport’s mega-events as spectacle. Considered here are a Geertz style approach to ritual analysis, Debord’s society of the spectacle, and Roche’s theory of mega-events. The essay closes with comment on the road ahead for scholarly research on communication and sport.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it