Sports betting advertising lesson plans

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1 Sports betting advertising lesson plans

2 This resource will help secondary students to discuss the definition of sport and then critically deconstruct the portrayal of sports betting as a normalised part of sport as conveyed in sports betting advertising. Acknowledgements Project sponsor: Serge Sardo Resource author: Melanie Fawcett Resource editors: Professor Samantha Thomas, Simone Martin, Santina Perrone, Bill Legge, Louise Purcell Published by the Victorian Responsible Gambling Foundation December 2013 Address: Level 6, Blackwood Street, North Melbourne, 3051 Mail: PO Box 2156 Ph: Fax: Website: responsiblegambling.vic.gov.au Victorian Responsible Gambling Foundation 2013 This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act

3 Introduction to the lesson plans... 3 Lesson Plan One... 4 Critical deconstruction of a sports betting advertisement Lesson Plan Two... 7 Storyboarding students own advertisements Optional Lesson Plan Three... 9 From storyboard to screen video production of student advertisements Additional primary and secondary resources and materials for teachers The Foundation s Education Program

4 This resource will help secondary students to discuss the definition of sport and then critically deconstruct the portrayal of sports betting as a normalised part of sport as conveyed in sports betting advertising. Introduction to the lesson plans Three lesson plans have been developed for use with upper secondary students. It is recommended that the first lesson plan be used as an introduction, to stimulate students to think analytically about the definition of sport and the representation of gambling as a normal part of sport as conveyed in sports betting advertising. The second lesson plan is designed to provide students with a practical opportunity to apply the analytical and discursive skills facilitated in lesson one to creating a storyboard of their own advertisement which challenges the portrayal of gambling as part of sport. The optional third lesson guides students to produce their advertisements on video and requires the practical application of video production, with information on how the video production of the advertisements can be implemented in the classroom. Background In recent years, sporting betting advertising has increased exponentially within the media and in public spaces. Young people are bombarded with sports betting advertising and marketing messages online, at sporting arenas, on trams, on billboards, on professional sports players jerseys, on television, radio and social media. Australian researchers have found that gambling is becoming increasingly normalised, especially for young men. Specifically, researchers have shown that sports betting is promoted as an entertainment activity that is a natural part of sports, and being a sports fan. This phenomenon, coupled with the increase in gambling advertising and the growth of sports betting, poker and online gambling is particularly concerning in the light of advancements in technology that provide easy and anonymous access to gambling products on mobile devices. Quick facts on gambling and young people One in five adults with gambling problems started gambling before they were 18. Three to four per cent of teenagers have problems with gambling, one in every high school class of 25 students. Reportedly, spending on sports betting television advertising has increased more than threefold between 2010 and In 2012, there were reportedly 20,000 sports betting advertisements on free to air TV. Gambling s not a game Education Program Sports betting advertising lesson plans 3

5 Introduction This lesson will develop students ability to analyse and discuss sports betting advertising, using a television sports betting advertisement as a case study. Materials You will need: Either individual computers with internet access for students to view video materials, or an interactive whiteboard or projector connected to the internet to enable the video to be shown to the group devices. Search Youtube and select a sports betting advertisement that is appropriate to show to your student group. Time minutes Aim This lesson will ask students to consider what the definition of sport is, what it means to them and sport s role in society. Students will also discuss traditional forms of gambling as a context to consider how technology has changed the way people can bet on sports. The lesson then aims to develop students critical skills to question, analyse and deconstruct sports betting advertising in the broader community, using a television advertisement that conveys sports betting as a normalised or enhanced way to participate in sport. Objectives To discuss the definition of sport and how sports betting advertising normalises sports betting as an intrinsic part of sport. To have a discussion on traditional forms of gambling to provide a context for understanding how technology has changed the way that people can bet on sports online and using mobile applications. To watch a sports betting television advertisement closely and take notes on how the choices of images, the use of narrative, the text on screen, the voiceover, the overall messages and editing of the advertisement have been used to create a persuasive consumer call to action. To work in small groups to create advertisement concepts that promote the opposite message of the advertisement viewed. Teacher notes on the introduction activity As students will have varying levels of knowledge about sport, sports betting and the accessibility of gambling through smartphone applications and online, the introduction activities will help to contextualise the analysis of the sports betting advertisements. Gambling s not a game Education Program Sports betting advertising lesson plan one 4

6 Introduction activity 1: How do we define sport? What does it mean to us as individuals and as a community? As a class, discuss the definition of sport. Students can discuss in pairs or small groups, what sport means to both individuals and to the community. Share and discuss with the whole class and create a concept map listing the students responses. Introduction activity 2: How has technology changed the way that people gamble? Brainstorm the traditional forms of gambling with students, as a class, using a concept map. These will include poker machines, casinos, lottery and horse racing. Ask students to consider ways people have traditionally gambled, before smartphone apps and online betting platforms. Ask students how they think mobile devices have changed the way that people can gamble and specifically on sport. Note: If students need extra support, this could be part of an online research activity where students research traditional forms of gambling and emerging digital forms of gambling, focusing on digital sports betting platforms. Ask students to list all the types of media and public places that they have seen sports betting advertising in the last 12 months. This could include, professional sports players jerseys, trams, sporting venues, billboards, smartphone applications, live sports games, television, radio, online and social media. Deconstruction of a sports betting advertisement Watch the sports betting advertisement that you have selected as appropriate for your students to view in class. Watch the advertisement again, asking the students to complete Student Handout 1 Analysis of a sports betting advertisement individually. Break the class into small groups to share and discuss their individual notes from this second viewing. Ask each group to share with the class what specific points were raised in their small groups and if there were similar or different responses. Students can discuss why there may be similar or different readings of the same advertisement, depending on their own social or cultural background and opinions on gambling. Final activity As a class or in small groups, brainstorm a list of ideas of messages that portray an opposite approach to sports betting to the advertisement example and promote the idea that sports and sports betting are not the same thing. Ask students to write down their favourite message from this list as a basis for the next lesson, during which they will develop a storyboard in groups using their own opposite messages. Teacher notes Discussions could cover the following key issues: What is sport and what does it mean to individuals and society? What are different forms of media where we are exposed to sports betting advertising? What are some examples of sports betting advertising in public spaces in your local community? How visible are they? What are the messages they convey? What role do you think that gambling has in sport and why? Is sports betting a major part of Australian life? Discuss why or why not? How can family and friends influence our view of the sports betting environment? Gambling s not a game Education Program Sports betting advertising lesson plan one 5

7 Who is the intended target audience for this advertisement? How do you know? What images does the advertisement use to encourage sports betting as part of sport? Do you notice any text on screen? Is it significant? Why / why not? How are men portrayed? How are women portrayed? What is the key message about sports betting and sport? How could this message be changed to promote sport and not sports betting? Gambling s not a game Education Program Sports betting advertising lesson plan one 6

8 Introduction This lesson will allow students to apply the critical analysis of a sports betting advertisement in lesson one to the development of their own sports betting advertisement that challenges the dominant discourse of sports betting advertising in sport. Materials You will need: The key messages from lesson one to use as a basis for the storyboarding activity. Copies of Student Handout 2 Storyboard Template for students to use in groups. Time minutes Aim This lesson aims to build upon lesson one s focus on developing students critical abilities to question, analyse and deconstruct sports betting advertising in the broader community, using a television advertisement as a lens to understand the ways that sports betting brands are marketed through the media. Students will develop a deeper understanding of the constructed nature of sports betting advertising through the storyboarding process and consider opposite messages in relation to sport and sports betting. Objectives To use the messages developed at the end of lesson one to create storyboards in groups. To portray an opposite message to the sports betting advertisement example used in lesson one and promote the idea that sports and sports betting are not the same thing. To work in groups to consider how to construct an advertisement with a key message for an intended target audience. Storyboarding activity Students will break into groups to discuss the different messages that the class created in lesson one. Students will select one message per group and begin to brainstorm ideas for how this message can be conveyed in a 30 second video advertisement. Students will need to decide who the target audience is for their advertisement and how they will target this group. See the Teacher notes below for suggestions on how to support students in their planning. In small groups, using the Student Handout 2 Storyboard Template, students will create a storyboard for a 30 second television advertisement that portrays an opposite view of gambling to the example in lesson one, instead focusing on the enjoyment of the game. The students can use their analysis from lesson one to help them consider how they can create an alternative or subversive advertisement about sport and sports betting. How can they convey the idea that sport and sports betting are not the same thing? Students will need to add notes below their scenes for dialogue, location, music and sound needed for each scene. All groups will present their storyboards to the class, discussing and reflecting on how they have conveyed their message to create a persuasive advertisement. Keep all the storyboards for display and/or for further development into short video advertisements as shown in Optional Lesson Plan Three. Teacher notes Discussion and support for students: Ask students to consider how the images they create will convey their message about sports betting. Some students may need support in constructing a narrative for the advertisement and thinking about what images will be appropriate. Ask students to consider who is in the advertisement they are developing and why are they making that choice. Does it relate to their target audience? How can they reach their target audience through their choices of images in the advertisement? Consider the use of humour as a way to promote the message, or perhaps a very serious tone might relate better to the students chosen message. Help students to consider the production aspects of the advertisement as well. Will the advertisement have sound or music? How can music or sound be used to promote the message? What sound or music would be most effective? Ask students to create simple and easy to understand images for the storyboard with explanations of each scene to accompany the drawing as outlined in the Student Handout 2 Storyboard Template. Gambling s not a game Education Program Sports betting advertising lesson plan two 7

9 Scene 1: location/music/sound/dialogue Scene 2: location/music/sound/dialogue Scene 3: location/music/sound/dialogue Scene 4: location/music/sound/dialogue Scene 5: location/music/sound/dialogue Scene 6: location/music/sound/dialogue Gambling s not a game Education Program Sports betting advertising lesson plan two 8

10 Introduction This lesson will continue to develop students understanding of how sports betting advertising normalises sports betting as part of the enjoyment of watching sport. Following on from lessons one and two, lesson three gives students the opportunity to work in production teams to use their storyboards to create video advertisements and reflect on their learning about sports betting advertising. Materials You will need: Either individual computers with Internet access for students to view video materials or an interactive whiteboard or projector connected to the internet to enable the video to be shown to the group. Any type of video equipment, including mobile devices or other cameras for filming. Editing equipment is a bonus, but not essential, as students could alternatively film in sequence and use in camera editing instead. Time 60 minutes {depending on students access to equipment and previous video production experience} Aim This lesson aims to build upon the previous lesson and develop students critical skills to question, analyse and deconstruct sports betting advertising in the broader community, using the production of their own television advertisement as a lens to understand the ways that sports betting brands are marketed through the media. Objectives Students will use their storyboards and analysis from lessons one and two to develop their own 30 second video advertisements. Students will develop their understanding of the constructed nature of sports betting advertising, through the film production process. Students may need some guidance and support from their teacher on the film production process, please see the tips for teachers provided in this resource on video production. A high level of video production is not required in order for students to explore the making of their own advertisements. It is important to note that the three stages of film production offer learning experiences for students in media skills, as well as understanding sports betting advertising. Teacher notes If students do not have video and editing equipment, this activity can be successful as an improvised theatre ensemble piece where instead of working in production teams, the students work in small groups to create a short performance using their storyboards. Gambling s not a game Education Program Sports betting advertising optional lesson plan three 9

11 Three stages of film production Pre-production Lesson two covers the development of a storyboard and this is part of pre-production. Before the filming of the students advertisements, they will need to meet in their production teams and discuss their storyboards and approach to filming. Teachers can help students to decide who will take on which role in the production of the advertisement. Production roles Camera operator Director Clapper board operator {only if you are editing, otherwise it is not needed} Actors Set design and costumes Editor {if using editing software, if not, shoot the scenes in narrative sequence} Once the roles have been established, students can either write a script, or depending on time and if they are editing, they may wish to improvise the lines needed and rehearse how they will shoot the scenes as shown in their storyboard. Students can then decide the order to shoot the scenes from their storyboard. They will need to consider what location is required for each and what is practical in their timeframes. Teachers can support students by checking on each of the production groups and discussing their roles, content, locations, storyboarding and messaging, so that they have thought about how they will plan the production phase of filming to create their intended advertisement. It is important in the pre-production phase for students to consider the overall message they want to convey to their audience about sports betting. How can they represent sport and sports betting differently? Is the message clear to the intended target audience? Production When students are ready to film, they can either begin to shoot in narrative sequence, from start to finish of the advertisement, or if they are editing, they can shoot in a production sequence. If they are not editing their advertisement and are using in camera editing, or filming in the narrative sequence of the advertisement, they will need to rehearse each scene prior to filming to make sure it is ready to record. In camera editing technical tip: When students rehearse a scene, before they record it, they need to allow the camera to focus on the subject before they press record, otherwise they will record a blurry image at the beginning of each scene as the camera starts to focus. In this phase, students need to work as a team to create a persuasive advertisement. They can consider how the following production elements, some of which are in their storyboard, can be used to effectively portray their message to the intended audience. Dialogue Do the actors speak? What do they say and for what purpose? Costumes What are the actors wearing and why? Will these choices convey the message? Acting style What style of acting suits the message? Funny or serious? Locations How can the location help to convey the message? Camera angles How can the angle of the camera enhance the scene? Sound What is the background sound in each scene? Does it confuse or enhance the message? Teacher notes - Video production tips If students are shooting video on a smartphone or tablet, ensure they incorporate the inevitable shakiness of a handheld camera operation as part of the narrative. It is possible to use technical difficulties such as lack of a tripod, to advantage by making the narrative suit a shaky camera technique. This could be planned in the pre-production stage as part of the development of the storyboard, depending on the equipment your students are using and their familiarity with it. For example, the students might have an actor speaking directly to camera and a slightly shaky camera style could enhance, not detract from the narrative. Similarly, difficulties in recording sound can be used to advantage, for example, if sound is difficult to record due to the equipment or a noisy location, consider making a silent movie instead and switching off the sound in the production stage. Consider how the narrative can compliment the technical constraints of your production equipment. Gambling s not a game Education Program Sports betting advertising optional lesson plan three 10

12 Post-production If students are editing using software, this third phase of production is crucial to developing a persuasive advertisement. If students are not editing, they can download their video to play it for the class. Key post-production elements to consider if editing the video footage: Sound Do students need to add additional sound effects to convey the message? Group reflection of the production process To help students to reflect on their learning throughout the production process, refer to Student Handout 3 Group reflection on the film production process to use as a discussion and assessment tool to gauge how students have developed a deeper understanding of sports betting advertising after completing these three lessons. Music What music is appropriate to convey the mood and the message? Narrative sequence How can the scenes/shots be arranged to convey the message? Voiceover Will a voiceover enhance or detract from the message? Titles/text on screen Will text on screen convey the message more clearly? Video/Audio Transitions Which transitions will enhance or detract from the message? Final screening of the films After the films are edited and complete, to allow students to share and reflect on their learning process, hold a screening of the films so that students can discuss their work and present to the class. Other classes or year levels could be invited to participate in the screening, so that students can discuss what they have learnt about sports betting advertising and its portrayal of betting in sport as normalised. They can also discuss how their analysis in lesson one helped them to create opposite or challenging messages to the original sports betting advertisement and what insights they learned through the video production process. Teacher tip on post-production Whether students are editing on their mobile devices or computers, if they need additional support in editing, re-watching the advertisement from lesson one as an example of editing using the post-production elements, could be helpful. Gambling s not a game Education Program Sports betting advertising optional lesson plan three 11

13 What was the main message of your advertisement and who was the target audience? How does your advertisement relate to your original analysis of the sports betting advertisement? What did you learn about sports betting advertising through the production process? What are your final thoughts on the relationship between gambling and sport as portrayed in sports betting advertising? Gambling s not a game Education Program Sports betting advertising optional lesson plan three 12

14 As young people are particularly vulnerable to the normalisation of gambling through exposure to sports betting advertising, gambling products and the increase in the availability and accessibility of gambling, education is an important part of raising awareness. The latest research shows that simulated gambling on social media, video games, smartphone applications and online betting are key issues for young people under 18 and therefore as part of an educational approach to health promotion, digital and online forms of gambling can be explored as part of units of work on consumerism, cyber safety and sports betting. There are a range of primary and secondary educational materials and curriculum resources available to help teachers integrate gambling education and cyber safety into their curriculum delivery in the classroom. Below is a list of suggested resources for teachers to explore. Primary teacher resources Consumer Affairs Victoria Consumer Stuff for Kids resource and Clips for Kids videos clips consumer.vic.gov.au/consumerstuff The Consumer Stuff for Kids resource includes comprehensive teacher notes, student activity sheets and aligns with the Victorian Curriculum. Australian Communications and Media Authority Cybersmart lower, middle and upper primary resources cybersmart.gov.au/schools The Cybersmart resources for primary students explore cyber safety at a range of primary levels through interactive activities, lesson plans, games and multimedia teaching resources. Secondary teacher resources Victorian Responsible Gambling Foundation Sports betting advertising lesson plans for upper secondary students gamblingsnotagame.com.au The Sports betting advertising lesson plans explore sports betting advertising with a flexible curriculum approach that can be adapted to suit a range of classroom settings and subject areas for upper secondary students. The resource includes three detailed lesson plans which help students to deconstruct a sports betting advertisement, analyse its message, create a storyboard of students own advertisements using an opposite message and finally, film students own advertisements in production teams. The Foundation offers teacher presentations at schools to help teachers in implementing the resource, to book a presentation visit gamblingsnotagame.com.au Consumer Affairs Victoria Consumer Stuff resources Commerce, Consuming Planet Earth, English, Health and Wellbeing, Maths, Responsible Gambling, Applied Learning, Beat the Game videos consumer.vic.gov.au/consumerstuff The Consumer Stuff resources align with the Victorian Curriculum, including VCAL and incorporate responsible gambling units of work and lesson plans. Australian Communications and Media Authority Cybersmart lower, middle and upper secondary resources cybersmart.gov.au/schools The Cybersmart resources for secondary students explore cyber safety at a range of secondary levels through interactive activities, lesson plans, video and multimedia teaching resources. Information and Assistance If you or someone you care about has an issue with gambling, or are looking for further information or advice, confidential, free support is available at: Gambler s Help on Gambler s Help Youthline on or go to gamblinghelponline.org.au. You may also consider seeking advice from a school counsellor, doctor or other health professional. Hearing impaired should call TTY With video production tips for teachers on how to use mobile devices for filming, this resource can be implemented in any curriculum area for a range of learning purposes. Gambling s not a game Education Program Sports betting advertising lesson plans 13

15 The Foundation s Education Program engages with school communities in Victoria to educate young people on issues around gambling. Developed by the Victorian Responsible Gambling Foundation, the pilot program aims to raise awareness about the influence of gambling on teenagers through sport, social media, online games and advertising. Drawing on the latest gambling research, the Education Program is about helping students, parents and teachers understand the risks of gambling and supporting them to make informed decisions around gambling. Using a health promotion approach, the program includes interactive and tailored presentations for year 11 and 12 students, parents and teachers, and a series of resources for use in the classroom. Objectives The Education Program aims to: Increase awareness of gambling issues in Victorian secondary school communities Engage with key stakeholders in schools, including students, parents, teachers, counsellors Provide clear messages that reflect the latest Australian and international research on young people and gambling Build and support community capacity to include gambling health promotion around young people and gambling Seek feedback to support ongoing review of the program s approach and content Presentations The Education Program includes tailored presentations for: Year 11 and 12 students Parents Teachers The interactive presentation for students is designed to engage teenagers and help them make informed choices around social media and online gambling. We are taking a broader approach for parents and teachers to inform the whole school community on key gambling issues and support them to engage with young people on the topic. Professional development for teachers If you would like further assistance with using this resource, or if you would like to book professional development and/or a teacher presentation at your school, please contact the Foundation. Key gambling issues for young people The interactive presentations will focus on the following areas: Sports betting The normalisation of gambling through advertising and marketing Social media Video games The Education Program offers the following benefits to schools communities: An opportunity to address gambling as an important issue in cyber safety and health promotion in your school Support to help your students and school community learn more about the changing world of gambling and the risks for young people Interactive presentations that use digital media to engage young people Opportunities to ask questions, provide feedback, evaluate the program and contribute to future educational initiatives and resources Free VCAL curriculum resources and professional development for teachers to help them integrate gambling education into their classrooms in an informed and supported way If you would like to book a teacher, parent, or student presentation, please contact us. Victorian Responsible Gambling Foundation PH gamblingsnotagame.com.au Gambling s not a game Education Program Sports betting advertising lesson plans 14

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