SPORT ETHICS

1
SPORT ETHICS

• "To educate a person in the mind but not the
  morals is to educate a menace to society."
  Teddy Roosevelt

2
DEFINITIONS

• Ethics is the study of morals or character a
  study of the principles of human duty or the
  study of all moral qualities that distinguish an
  individual relative to others.
• Moral pertains to an individuals motives,
  intentions, and actions as right or wrong,
  virtuous or vicious, or good or bad.
• Values are anything having relative worth.

• Moral values are the relative worth that is
  placed on some virtuous behavior.
• Principles are universal rules of conduct that
  identify what kinds of actions, intentions, and
  motives are valued.

3
MORAL REASONING PROCESS

• Moral Reasoning is the systematic process of
  evaluating personal values and developing a
  consistent and impartial set of moral principles
  by which to live.
• Moral Knowing is the cognitive phase of learning
  about moral issues and how to resolve them.
• Moral Feeling is the basis of what we believe
  about ourselves, such as self-esteem, and
  society, such as empathy for others
• Moral Acting is how we act based on what we know
  and value.

4
MORAL REASONING

• Moral reasoning does not promise behavioral
  change, but it does promise individual soul
  searching and reflection on personal beliefs,
  values, and principles. Without this process,
  cognitive moral growth will not increase,
  behavior change will never occur, and the
  potential for consistent moral action become
  little more than a hit or miss proposition.

Stoll and Beller (1998), p. 24
5
KOHLBERGS STAGES OF MORAL DEVELOPMENT

• Stage Six states that universal ethical
  principles and the individual conscience serve as
  the basis for all actions.
• Stage Five expects people to fulfill the social
  contract and show genuine interest in the welfare
  of others.
• Stage Four assumes that people act in conformity
  to the social system and social order.
• Stage Three suggests that people react to the
  expectations of parents, peers, and authority
  figures to gain their approval.
• Stage Two emphasizes following rules for
  self-interest.
• Stage One focuses on obedient actions performed
  to avoid punishment.

6
SOCIETAL ATTITUDES TOWARD ETHICAL CONDUCT

• Relativism this belief advocates that
  what is right or wrong is determined based on the
  situation (situation ethics)
• Absolutism there is an absolute moral code
  that should be applied without partiality in
  every situation

• Consequential (utilitarian) theory states that
  the ultimate standard of what is morally right is
  dependent on the greatest amount of good for the
  greatest number of people.
• Non-consequential (Kantian) theory holds that
  there is an inherent rightness apart from all
  consequences.

7
FREQUENT RATIONALIZATIONS FOR UNETHICAL BEHAVIORS
IN SPORT

• There is no rule against it.
• Everyone else does it.
• This action is not unethical because no one will
  ever know about it.
• Circumstances require acting in this way.

• Cheating is just a part of the game.
• If you arent cheating, youre not trying hard
  enough.
• It didnt really matter since they would have won
  anyway.
• Its only cheating if you get caught.

8
MORAL JUSTIFICATION

• The unethical action was really ethical that
  is, muddy the waters and make the wrong look
  right.
• The unethical action was a non-issue in the sense
  that the action caused no harm to another
  individual or was unseen by an official that is,
  no foul, no harm.
• A rule was violated but the amount of good
  accomplished overshadowed the small amount of
  harm that occurred that is, the end justifies
  the means.

Stoll Beller, 2006, p 79
9
ETHICS AND SPORTSMANSHIP

• Ethics is a matter of being good (character) and
  doing right (action).
• Sportsmanship is a matter of being good
  (character) and doing right (action) in sports.
• The majority of acts that we consider bad in
  sports and call unsportsmanlike are bad
  precisely because they are unfair, dishonest,
  disrespectful, or against the rules.

Gough, 1997, Character is everything Promoting
ethical excellence in sports, pp. 21-22
10
WHAT DOES SPORTSMANSHIP LOOK LIKE?

• Playing fair
• Following the letter and spirit of the rules
• Respecting the judgments of officials
• Treating opponents with respect
• Shaking hands at the end of the game
• Never running up the score
• Never cheating
• Never taunting

11
TEACHING HOW TO REASON MORALLY

• The systematic process of evaluating personal
  values and developing a consistent and impartial
  set of moral principles by which to live
• Moral reasoning occurs when you decide that you
  will always strive to do what is right.
• It takes moral courage to act upon what a person
  values.

12
PROBLEMS WITH MORAL REASONING

• The longer athletes participate in sport, the
  lower their moral reasoning.
• Males have lower levels of moral reasoning than
  do females.
• Team sport athletes show lower levels of moral
  reasoning than do individual sport athletes.
• The moral reasoning of interscholastic athletes
  is less consistent, impartial, and reflective
  than is that of non-athletes.

13
Values and Ethics of Athletes in High School
Sports
The Mostly Good News

• The vast majority of high school athletes (90)
  say their coaches consistently set a good
  example of ethics and character, and 91
  reported that their current coach wants them to
  do the ethically right thing, no matter what the
  cost.

http//www.josephsoninstitute.org/pdf/sports_surve
y_report_022107.pdf
14
Values and Ethics of Athletes in High School
Sports
The Bad News

• Girls are more committed to honesty and fair play
  than are boys.
• Boys who play baseball, football, and basketball
  cheat more (injure intimidate break rules) than
  do boys playing other sports.
• Athletes cheat more in school than do
  non-athletes.
• Athletes in football, softball, (girls)
  basketball, cheerleading, ice hockey, and
  baseball cheat more than athletes in other
  sports girls and boys in cross country and
  swimming are the least likely athletes to cheat
  in school.

15
Values and Ethics of Athletes in High School
Sports
More Bad News

• 43 of boys (51 in football 49 in baseball
  47 in basketball) and 22 of girls agree when
  coaches teach basketball players how to foul in
  ways difficult to detect
• 28 of boys and 11 of girls approve of a soccer
  goalie advancing past the line on a penalty kick
• 25 of boys (48 in baseball) agree it is an
  acceptable part of baseball to throw an opposing
  batter who hit a home run in his last at bat
• 42 of boys (54 in football 49 in basketball)
  and 18 of girls approve of verbally demeaning
  opponents
• 34 of boys (40 in baseball 39 in football)
  and 12 of girls approve of coaches trying to
  pump up their team by swearing at officials and
  getting ejected

16
Whatever It Takes to Win

• How is Peter a victim of moral callousness
  brought on by the game itself!
• What did his acceptance of and participation in
  violent behaviors indicate about his moral
  reasoning?
• What are the ethical ramifications of pushing the
  rules to the limit and even attempting to get
  away with breaking them?
• Given the cultural imperative of winning, how
  does ethical behavior apply?
• How could or should have Peter behaved in order
  to act as a morally responsible person?

17
The Baseball Brawl

• Assuming that the collision at home plate was
  within the rules, is this within the spirit of
  the rules?
• Why did the benches clear and a brawl ensue?
• How would the penalty for participating in this
  fight affect the possible recurrence of a fight
  or players participation in one?
• Should "taking out" a player covering a base to
  tag a runner ever be considered violent behavior?
  
• If an advantage is gained and the practice is
  permitted, should the action be questioned based
  on moral principle?

18
Aggression in Ice Hockey

• Why was Mario allowed to fight and display
  aggressive behavior as a youth hockey player?
  Were any of Mario's actions unethical?
• What values may the coaches who attempted to get
  Mario to play for their youth hockey team been
  displaying?
• What values were being shown by Mario's flagrant
  action against Stefan?
• How could this unfortunate incident have been
  avoided?
• In an aggressive sport in which bodily contact is
  part of the game, should aggression be tempered,
  and, if so, how? Can athletes play aggressively
  in a contact sport and behave in an ethical
  manner?

19
Pushing and Shoving in Basketball

• How is psychological intimidation associated with
  physical retaliation in sport?
• When and how were Ramona and LaShonda guilty of
  inappropriate behavior?
• How did the coaches and officials contribute to
  this violence in sport?

20
Making Weight in Wrestling

• Is Coach Miller violating any ethical principles
  by instructing Jerry to wrestle at a weight below
  that at which he would naturally compete? If so,
  what principles?
• Is the motivation to succeed influencing Jerry to
  violate any ethical principles? If so, what
  principles?
• Is Jerry cheating by wrestling at an unnatural
  weight (that is, a more mature athlete taking
  advantage of a less mature athlete)? Why or why
  not?
• How are Coach Miller and Jerry treating the
  eligibility rule governing weight classifications
  to equalize competition?
• What moral lesson is Coach Miller teaching Jerry?

21
Cheating to Stay Eligible

• In this situation, considering the opportunity
  for a grant-in-aid and a college education, would
  it be acceptable for James to take the exam?
• What should Lynn do? (Lynn knows that James must
  pass this test to go to college. There is no way
  that James could afford to go to college any
  other way than on an athletic grant-in-aid. This
  may be James's only chance.)
• If Lynn says nothing, is Lynn being dishonest?
• Does a friendship take precedence over a moral
  principle? Does Lynn's loyalty to James come
  before the rule about honesty?
• Should Lynn ask James to return the exam?

22
The Star Running Back

• What moral principles, if any, did Coach Allen
  violate in getting Nathan to attend NHS?
• What moral principles, if any, did Coach Allen
  violate in negotiating a package deal of a
  college coaching position for him in exchange for
  ensuring that Nathan attends the same
  institution?
• What moral principles, if any, did Coach Allen
  violate in "taking care of" Nathan while in high
  school and potentially in college relative to
  extra benefits or academic assistance?

23
The Young Gymnast

• What are the ethical issues, if any, associated
  with starting a highly competitive sport at a
  young age?
• Did Mr. and Mrs. Maxwell pressure Jane unduly? If
  so, why?
• What are the pros and cons of the sport skills
  development program operated by Coach Symanski?
• What types of pressures contributed to Jane's
  burnout?
• What ethical dilemmas do this case present for
  Jane, Mr. and Mrs. Maxwell, and Coach Symanski?
• If you were Jane's parents would you support her
  wanting to quit, considering the money invested
  and the opportunities Jane had to become the best
  gymnast in the world?

24
Expectations for Winning

• Did Virginia Sanborn learn any unethical coaching
  practices from Coach Turner?
• Did it take the combination of all of Coach
  Turner's coaching methods, both ethical and
  unethical, to build a winning team at Midwestern
  State University?
• How and why did Coach Sanborn earn the respect of
  her players?
• Were Mr. Ethridge and Mr. Farmer violating any
  ethical principles in issuing the ultimatum to
  Coach Sanborn?
• Would you sacrifice your principles and adopt a
  different coaching style? Why or why not?

25
The Coach as Role Model

• Can a coach stress winning and simultaneously
  teach moral values? If so, how?
• Why was cutting a boy who wanted to play baseball
  not an option for Coach Young?
• To what, do you think, did these boys attribute
  their continued love of sports?
• How do you think Coach Young would have handled a
  "star athlete" who was disgruntled when he was
  replaced by a lesser skilled teammate?
• How do you think Coach Young would have handled
  an athlete who cheated, violated a team rule, or
  displayed unsportsmanlike conduct?
• How do you think Coach Young would have handled
  an athlete who did not achieve academically?
• What if this athlete was the best player on the
  team?

26
Too Successful, Too Young

• What are the ethical issues, if any, associated
  with Shirley's early tennis career?
• What values did Mr. Foster appear to emphasize
  during his daughter's tennis career?
• What factors seem to have been contributors to
  the changes in priorities when Shirley turned 18?
  
• What was Shirley valuing when she made the
  allegation against her father?
• How might sport burnout have contributed to the
  changes in Shirley's approach to tennis?

27
The Super Star

• What ethical values, if any, did Danny violate in
  summer league play?
• What ethical values, if any, did Danny violate
  while in high school?
• What ethical values, if any, did Danny violate as
  a collegiate athlete?
• What ethical values, if any, did Danny violate as
  a professional athlete?
• Are the moral principles applicable to sport
  always the same, or should they vary by level of
  competition?
• How did the economic values learned in his
  earlier years affect Danny's behaviors as a
  professional athlete?

28
The Un-level Tennis Court

• What principles or moral values are in jeopardy?
• Is this a moral issue, and why?
• What questionably moral actions are occurring,
  and why?
• How had Billy been treated during his early years
  of playing tennis? What does this tell you about
  the values of the individuals he played at his
  club?
• What were the conflicts Billy experienced in
  competitions outside his club?
• On what values did Coach Vines base his
  recruiting and team selection decisions?
• What legal and moral values, if any, were
  violated by Coach Vines in not selecting Billy
  for the tennis team?

29
Limited Opportunities

• What, if any, moral values or principles are
  involved in this case?
• What morally questionable actions are occurring,
  and why?
• Did the Miller boys experience any discriminatory
  treatment while playing in youth football
  leagues? If so, what was it?
• Were the beliefs expressed by Coach Dobbins based
  on fact or myth, and was he behaving morally by
  espousing them?
• Did the position shifting of Jeremy by his
  Caucasian coaches violate any moral principles?

30
All I Want to Do Is Run

• What moral principles, if any, are being
  violated?
• What moral values, if any, were displayed by
  Coach Jonas?
• What were the moral values of the people of
  Stegall that placed females in supportive, rather
  than participative, roles in sport?
• What were the ethical issues, if any, why Coach
  Hudson initially resisted and subsequently
  allowed Sally to train with the boys' track team?
  
• Why did the School Board allow Sally to compete?
  Was this decision a morally reasoned one?
• What were Sally's moral and legal rights in this
  situation?

31
Lack of Equal Opportunity

• What, if any, ethical issues led to Lisa's forced
  exit from baseball?
• What are the moral bases for equity in high
  school sports for both genders?
• What ethical principles, if any, were violated by
  SCCs refusal to treat female athletes equitably?
  
• What values or principles did Mr. Riddick violate
  by eliminating the softball team?
• What underlying values were used by each person
  in making his or her decisions in this situation?

32
Athletics and Masculine Hegemony

• What are the moral and ethical issues in this
  case?
• Is it ethical to treat female athletes
  inequitably in program support because they do
  not play revenue-producing sports? If not, what
  are the unethical practices?
• What moral principles, if any, could have been
  used by Hugh Knowles in his decision to hire men
  to coach the four women's teams?
• Is it ethical for women's athletic programs to be
  administered exclusively by men? Why or why not?

33
THE MORAL ETHOS OF SPORT

• Is an intentional rule violation congruent with
  the moral ethos of sport?
• Is a tactical rule violation, or the breaking of
  the rules on purpose to gain a benefit even
  though there is an associated penalty, ethical?
  Is this an ethical way to attempt to secure a
  victory?
• Is cheating, which is an intentional deception or
  circumvention of the rules that were established
  to maintain fairness, ethical? Is the intent of
  sport to get away with things to gain an
  advantage?
• Are rule violations ethical if they are not
  caught and penalized? If rule violations are
  attempted and penalized, then are these rule
  violations deemed to be acceptable?

34
ARE THERE ETHICAL ISSUES IN YOUTH SPORTS ABOUT
THESE?

• Cutting a child trying out for a sports team
• Playing the best players (some do not play)
• Keeping the best players in the key positions
• Competing for championships and trophies
• Requiring a child to play a sport
• Specializing in one sport
• Offering teams for one gender only

35
ARE THESE ETHICAL ISSUES IN INTERSCHOLASTIC
SPORTS?

• Requiring athletes to pass all subjects
• Specializing in one sport
• Treating male athletes preferentially
• Requiring athletes to play while injured
• Using drugs to enhance performance
• Teaching athletes (by coaches) how to break sport
  rules to gain an advantage
• Giving athletes money or other benefits
• Taunting and gamesmanship

36
ARE THESE ETHICAL ISSUES IN INTERCOLLEGIATE
ATHLETICS?

• Requiring athletes to maintain academic
  eligibility and progress toward a degree
• Giving money or tangible gifts to prospective
  college athletes during their recruitment or
  while playing
• Treating male athletes preferentially
• Teaching athletes (by coaches) how to break sport
  rules to gain an advantage
• Making money from the performances of athletes
  while they receive only grants-in-aid

37
ARE THESE ETHICAL ISSUES IN INTERCOLLEGIATE
ATHLETICS?

• Using drugs to enhance performance
• Requiring college students to pay fees to support
  athletics
• Allowing students and other fans to shout
  obscenities at or harass visiting athletes
• Using psychological ploy, such as taunting and
  gamesmanship to gain an advantage
• Allowing a television network to dictate the date
  and time of a college competition

38
Agree Slightly Agree Slightly
Disagree Disagree 1
2 3
4

• Teamwork is important for winning.
• I would taunt my opponent.
• A team must have a good coach to win.
• I would spit on my opponent.
• Luck is a part of winning.
• It is important to shake hands with my
  opponent after a game.
• I have never been in a game where any rules
  were violated.
• Referees decisions will affect a games
  result.
• Intramurals are a waste of time.
• I would deliberately injure my opponent to
  help me win.
• A team must have a star player to be a
  winning team.
• Respecting my opponent gives me a better chance
  of winning.
• The team that prepares the best should win
  the game.
• Winning isnt everything, it is the only
  thing.
• I have never seen or heard someone taunt or
  trash-talk an opponent.
• Respect is an important attribute for a winning
  team.
• Football is a more violent sport than ice
  hockey.

• I must respect my opponent to play my best.
• Basketball is a non-contact sport.
• I would trash-talk my opponent.
• Soccer is a non-contact sport.
• I compliment an opponent for a good play.
• It is OK to run up the score against an
  inferior opponent.
• Basketball players are better athletes than
  baseball players.
• I would "bend the rules" to win.
• It is not whether you win or lose, but how you
  play the game.
• It is not up to players to enforce rules (its
  the referees job).
• Integrity is an important attribute for a winning
  team.
• Intercollegiate athletics are bad for a
  university.
• I would retaliate if I was given a cheap shot
  by my opponent.
• Skill in a sport is more important than hard
  work.
• I play fair.
• Being a good sport (showing sportsmanship) is
  important to winning.
• Every student an athlete, every student
  challenged.