Book Review: College Sports: A History

James W. Thomas, Ph.D.

Butler University

jthomas5@butler.edu

Moyen, Eric A. & Thelin, John R. 2024. College Sports: A History. Baltimore: Johns Hopkins University Press. 463 pp. $39.95 (hardcover).

     “One man practicing sportsmanship is far better than a hundred teaching it,” according to a quote attributed to Knute Rockne, captures the essence of college sports as a medium for moral education and character building that meshes with why many people feel it was relevant to college education (Stuhldreher, 1931, 17). Indeed, as Rockne seemed to frame it, sport was a key way to offer a form of moral education and role model sportsmanship in an educational and informative way. Even a 1902 newspaper article framed that athletics was part of what made colleges more democratic, egalitarian, and part of what made a college what college was, denoting that it was an “atmosphere as democratic as a public street,” wherein the “Glee club, football team, crew, and all other college interests will be represented; but each will be seen as it should be – as merely a part” (“Topics of the Times,” 1902, 4). At the same time, a historical study of the academic elements of a university provides a meaningful point that aligns with the concern that colleges expand in ways that mirror others; as Edwin E. Slosson noted, “There is something about the American atmosphere that compels to uniformity. [...] Whatever it may have started from, it develops the lacking parts like a crystal or a crab” (Slosson, 1910, 382). There seems to be, from these perspectives and other histories, then, a gap on how the intersection of the role of college athletics becoming so embedded in the American institutions of higher education and how many institutions of varied sizes and scopes historically developed the “lacking” elements that created at least an outer sense of uniformity of the presence of college sport. College Sports: A History by Moyen and Thelin endeavors to fill this gap, offering an expansive account that intertwines the social, political, and institutional dimensions impacting and defining the growth, structures, and connections of college athletics. The book seeks to contextualize college sports within broader historical and educational frameworks, addressing its evolution over nearly two centuries. It combines insights into policy development, institutional mission alignment, and underrepresented narratives, offering a balanced critique of the successes, excesses, and shortcomings in the history of collegiate athletics.

     The book’s generally chronological order across the chapters provides a meaningful structure for readers to engage, presenting an organized narrative of college athletics’ development across general trends while allowing for flexibility and acknowledging that varied institutions and populations experienced the changes at different times. Starting with the early period (1852–1900), the authors highlight how sports emerged as student-driven activities, evolving in a method that seemed more organic to student interests before coming under faculty and administrative control. These early roots laid the groundwork for the more formalized structures that would define college sports in the 20th century. The subsequent chapters address pivotal periods, such as the regional and national expansion of programs (1900–1929), the dominance of football (1929–1941), and the regulatory frameworks developed during and after World War II (1941–1954). These shifts illustrate how college sports transitioned from informal competitions to tightly controlled enterprises governed by organizations like the NCAA, the NAIA, and others. The authors then explore the role of athletics during the Civil Rights Movement (1954–1973) before exploring some overlapping elements to more directly consider the growth of women’s sports (1945–1984), emphasizing how societal and legal changes shaped and were shaped by women’s pursuits of roles in collegiate athletics. The latter sections of the book delve into the commercialization of sports (1970–2000), the “arms race” among institutions to remain competitive (2000–2012), and the recent challenges posed by COVID-19 and debates over name, image, and likeness (NIL) rights.

     This approach to the book’s structure is a key factor in its success. By organizing chapters chronologically while allowing thematic overlaps, the authors provide a coherent narrative that captures the complexity of college sports history. For instance, the chapter on women’s athletics (1945–1984) is positioned alongside discussions of regulatory and societal changes, allowing for a deeper exploration of gender-specific challenges and progress. This approach reflects the authors’ broader intent to integrate diverse perspectives and contexts. By examining aspects inclusive of college sports’ social, philosophical, and legal dimensions, the book offers a comprehensive framework that bridges policy analysis with cultural critique, becoming a more complete history. For instance, this approach allows the book to pay attention to underrepresented aspects of college sports history. For example, the authors emphasize the contributions of historically Black colleges and universities (HBCUs) in providing opportunities for women before predominantly white institutions did. They also critique the marginalization of female athletes by athletic councils dominated by faculty. Focusing on institutional and demographic diversity enriches the narrative, offering a more inclusive account of the evolution of college sports.

     In addition to spotlighting gender and racial dynamics, the book highlights overlooked areas that have often not been considered. While football and basketball occupy significant portions of the narrative, reflecting their prominence in media and public consciousness, the authors are careful not to let these sports overshadow the broader history. They contextualize football’s rise as the dominant force in college athletics, exploring its implications for institutional priorities and resource allocation. Similarly, they address the commercial pressures on basketball, particularly during March Madness and the NCAA tournament. Yet, despite these elements being in proverbial play, the book also highlights, to a notable extent, the historical significance of other sports, such as rowing, and the emergence of intramural programs. By broadening the scope beyond the most visible sports that often overshadow others in such studies, the authors underscore the diverse ways in which higher education has shaped and been shaped by athletics. While these more high-profile athletic events often overshadowed programs outside of football, basketball, and occasionally baseball, the text readily denotes that these other sports played a crucial role in democratizing athletic participation and fostering community on college campuses. As the authors note, intramurals remain a “neglected topic” in the broader history of college sports despite their significant impact on student life both historically and at present (166).

     The book’s conclusion, “Why History Matters for College Sports,” serves as both a summary and a call to action. It reiterates the importance of understanding the historical context of collegiate athletics to address contemporary challenges. By bridging past and present, Moyen and Thelin provide a foundation for future research and policy development, encouraging readers to think critically about the role of sports in higher education in a broader yet more developed system that includes aspects of town and gown, student life, and the host of histories of organizations, faculty involvement, administrative responses, and more. Their analysis, then, extends beyond athletics, drawing parallels to other aspects of college professionalization, such as student affairs and academic specialization. This broader perspective situates college sports within the structural elements of higher education, emphasizing its interconnectedness with institutional goals and societal expectations.

     Overall, College Sports: A History significantly contributes to the field, offering a well-rounded and insightful account of collegiate athletics. By integrating social, political, and institutional perspectives, the authors illuminate the complexities of college sports’ evolution, from its democratic beginnings to its current status as a multibillion-dollar enterprise. The book’s strength lies in its ability to balance critique and celebration, acknowledging both the achievements and shortcomings of collegiate athletics. Its attention to underrepresented narratives and its comprehensive approach to historical analysis make it an invaluable resource for scholars, administrators, and anyone interested in the intersection of sports and higher education. Perhaps most important for educational historians, however, is that it does denote that more research is not only needed, but perhaps necessary. Noting that there are more histories of varied aspects of sports needed, it also makes an essential point that the conflict of college sports is, indeed, mirroring the contradictions of colleges and universities themselves, saying, “The university is so many things to so many different people that it must, of necessity, be partially at war with itself” (175). Exploring the development of the many things that colleges and universities have been involved in throughout history, then, allows better consideration of modern contradictions as higher education institutions need to serve many people. The need to unearth a more complete history of higher education mandates engaging with athletics as part of the full portrait of the many American higher educational systems, so this book provides much of that necessary engagement.

     Ultimately, Moyen and Thelin succeed in demonstrating why the history of college sports matters not only as a history of scores, championships, and talented, big-name players but as a function of the university. Their work not only enriches our understanding of the past but also provides a lens through which to view the future of higher education as overlapping systems that bounce off one another and can create informed contradictions that persist. In this manner, the book serves, at times, as a seemingly direct call for more studies of the varied calls that higher education has answered. If Slosson, as indicated with his quote, held that colleges grew to meet needs, Thelin and Moyen have continued opening the door for future historians to explore that growth and further expand the histories of athletics to continue the development of this area of study.

Citation:

James Thomas. 2026. “Book Review- College Sports: A History.” Histories of Education (blog). Organization of Educational Historians. https://www.eduhistorians.org/blog. March 24, 2026. https://doi.org/10.6084/m9.figshare.31847200

References

Moyen, Eric A. & Thelin, John R. 2024. College Sports: A History. Baltimore: Johns Hopkins University Press.

Slosson, Edwin Emery. 1910. Great American Universities. New York: Macmillan.

Stuhldreher, H.D. 1931, October 29. “Knute Rockne, Man Builder.” Fort Worth Star-Telegram. P. 17.

Thelin, John R. 1996. Games colleges play: Scandal and reform in intercollegiate athletics. Baltimore: John Hopkins University Press.

Topics of the Times. (1902, January 4). Cloverdale Reveille. p. 4.