Classroom Playback: What a Football Player Taught Me About the Hedonic Treadmill

I’m starting a series I’m calling The Classroom Playback, where I revisit conversations from class discussions and reflect on how they challenged my assumptions. More often than not, I’ve found it isn’t the instructor who does the teaching—it’s the students. This is my first installment.

I teach a college writing class to the athletic department—an eclectic mix of football bruisers, soccer strikers, volleyball hitters, and water polo warriors. Two days ago, in the context of an essay that addresses a generation of young men who don’t work or study but play computer games in their bedrooms, I introduced the concept of the hedonic treadmill, the cruel little loop in which humans adapt to pleasure until the buzz wears off and they need to crank the dial higher, faster, and louder, until finally the machine spits them out, exhausted and miserable.

To make the point vivid, I shared a story from a former student. His older brother had dropped out of college, moved back in with mom, and made a religion out of lying in bed. His life consisted of Netflix marathons on a laptop, constant texts to his girlfriend, and a bong glued to his lips. A self-sedated sloth with Wi-Fi.

So I asked my athletes, “Does this guy sound happy to you?”

One of the football players, a psychology major with a grin as wide as the end zone, shot up his hand and said, absolutely—this guy was living the dream. No responsibilities, no alarms, no essays. Everyone, he insisted, would be content to live such a life.

My jaw dropped. A psychology major dazzled by the ecstasy of permanent adolescence? I reminded him—gently but with a sharp edge—that life demands connection, structure, and purpose if humans are to flourish. Without it, the brain rots. He smiled, nodded, and conceded my point. But the nod was polite, the smile indulgent. I wasn’t sure I had actually shaken his conviction that the guy with the bong had cracked the code.

After the football player declared his envy for the bong-hugging bed-dweller texting his girlfriend, I scanned the room and realized my grand metaphor had belly-flopped. My hedonic treadmill example didn’t land, to use modern parlance. What I intended as a cautionary tale of mental rot registered instead as a spa brochure: Netflix, weed, and endless texting looked less like disintegration and more like a vacation package.

With fifteen weeks left in the semester, I’ve had to remind myself of two things. First: I can’t demolish their fantasies in one lesson. The hedonic treadmill requires repeat assaults, examples from all angles, until they feel—not just know—the despair of a life without meaning. Clearly, Bong Boy failed to deliver the emotional punch.

Second: these kids belong to the “I’ll Never Buy a House” Generation. Their skepticism is hardwired. To them, the fantasy of collapsing in bed with Netflix and THC isn’t just laziness; it’s an antidote to the endless hustle culture they know they’ll never escape.

Therefore, my football player presented me with a lesson: As an instructor, I can’t be myopic and teach ideas such as the hedonic treadmill from a limited point of view. I have to see things through my students’ eyes. 

I’m close to sixty-four. My students are nineteen. If I want to reach them, I need to remember the golden rule of teaching—or sales, or persuasion of any kind: know your audience, speak to their anxieties, and try to see life through their eyes. Otherwise, you’re not a communicator—you’re just an old, out-of-touch crank with a lecture.

I want to thank my football player for opening my eyes and reminding me that the classroom is instructional for both instructors and students alike.