SPORT ETHICS

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SPORT ETHICS
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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.

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A PLAN FOR FAIR PLAY

• 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 Valuing is the basis of what we believe
  about ourselves, society, and theories around
  us.
  
• Moral Acting is how we act based on what we know
  and value.

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KOHLBERGS STAGES OF MORAL DEVELOPMENT

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

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ETHICAL VALUES AND RULES

• Values
• Justice (treating others with fairness)
• Honesty (being trustworthy)
• Responsibility (fulfilling duty)
• Beneficence (fair play or doing good)

• Rules
• Do not violate the rules of the game
• Do not use performance-enhancing drugs
• Do not cheat while playing the game
• Do not lie to opponents or to officials
• Do not play an injured athlete
• Do not be athletically disqualified by being
  academically deficient
  
• Do not intentionally harm another player
• Do not let others harm opposing players

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SOCIETAL ATTITUDES TOWARD ETHICAL CONDUCT

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

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ETHICAL THEORIES

• 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.

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QUESTIONS ABOUT ETHICAL CONDUCT

• Do not break societal laws or traditions
  (inappropriate actions)
  
• Is it legal?
• Will I be violating an established policy?
• Do not harm another person physically or
  emotionally (harmful consequences)
  
• Is it fair to all concerned?
• In doing this, will I be honest and responsible
  in my relationships with others?
  
• Do not violate my personal values
• Will it make me feel proud of myself?
• Would I feel good if my action was known to my
  family and others?

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RATIONALIZATIONS FOR UNETHICAL BEHAVIORS

• 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.

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TYPES AND PURPOSES OF RULES

• Constitutive rules guide play within a specific
  game. These rules place limits on players
  actions. These rules give structure to sport,
  helping make the contest fair for all.
• Proscriptive rules expressly forbid specific
  actions. They have been established to prohibit
  players from intentionally trying to harm an
  opponent.
• Sportsmanship rules refer to the quality inherent
  in playing a game in which one is honor bound to
  follow the spirit and letter of the rules.

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CATEGORICAL IMPERATIVES

• True sports persons play to the best of their
  abilities within the letter and spirit of the
  rules.
  
• Seeking to win is acceptable only if the letter
  and spirit of the rules are followed.
  
• An opponent is not the enemy but a worthy athlete
  deserving to be treated exactly as everyone would
  wish to be treated.

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CATEGORICAL IMPERATIVES

• Retribution is never acceptable regardless of the
  unfairness or violence of the initial action.
  
• Games are not played to intimidate the ideal
  purpose is a mutual quest for excellence through
  challenge.
  
• Sportsmanship requires modesty humility in
  victory, praise for the winners, and self-respect
  in defeat.

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YOU BE THE JUDGE IS THIS CONDUCT ETHICAL?

• A lineman or a defensive back is beaten by the
  opposing lineman or wide receiver, resulting in a
  big play for the offense. On a subsequent play,
  the lineman or defensive back takes out his
  opponent with vicious blind side hit to the knees
  meant to cause injury, even though neither player
  is involved with action near the ball. Is this
  hit ethical? If not, how should this intimidation
  be punished? How should the lineman or defensive
  back be educated about ethical conduct?

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YOU BE THE JUDGE IS THIS CONDUCT ETHICAL?

• In his first at-bat after his grand-slam home
  run, Mike is prepared for the expected brush-back
  pitch. He is not ready for the inside fast ball
  aimed straight at his head. He attempts to bail
  out of the batters box but is hit by the pitch
  on the arm. He jumps up and charges the mound,
  bat in hand, as both benches clear. The ensuing
  brawl results in the ejection of several players
  from the game. Why is the brush back pitch
  seemingly an acceptable form of gamesmanship in
  baseball? Does a ball thrown at a batters head
  justify his charging the mound? Why are teammates
  expected to join in the fray? Should these
  behaviors be changed?

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YOU BE THE JUDGE IS THIS CONDUCT ETHICAL?

• The shoving match underneath the basket has
  escalated without any fouls being called.
  Finally, Chris has had enough. The next time Pat
  pushes off to clear the lane, Chris grabs the
  jersey and refuses to give ground. Pat retaliates
  by hitting Chris. Before the referees can break
  up the scuffle, both players have landed punches.
  Who is violating constitutive, proscriptive, or
  sportsmanship rules in this situation? Is the
  absence of a whistle calling a foul on Chris,
  Pat, or both tantamount to condoning their
  intimidation of each other? If you were the
  coach, how would you attempt to change Chris or
  Pats behavior?

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YOU BE THE JUDGE IS THIS CONDUCT ETHICAL?

• During a recreation league softball game, you as
  the field supervisor learn that one of the teams
  is playing an individual who is not eligible to
  play on this team. That team is in last place in
  the league standings. What action, if any, do you
  take? Would your response differ if this team was
  in first place?

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YOU BE THE JUDGE IS THIS CONDUCT ETHICAL?

• Your soccer team of 9- and 10-year-olds is in the
  last game of the season. If your team wins, it
  will capture the league championship. Your best
  player twists an ankle just as the first half
  ends. The player is in pain, but there is
  seemingly no fracture and only slight swelling.
  Do you allow that player to participate in the
  second half? Should the player be forced to play?

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YOU BE THE JUDGE IS THIS CONDUCT ETHICAL?

• During a basketball game, player 44 (team A) and
  player 12 (Team B) both attempt to control a
  loose ball, but it goes out of bounds. As the
  official, you blow your whistle and award the
  ball to team A. Player 44 acknowledges touching
  the ball last. Do you change your call as the
  official? If you were the player who last touched
  the ball, would you acknowledge causing the ball
  to go out of bounds?

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YOU BE THE JUDGE IS THIS CONDUCT ETHICAL?

• As a collegiate football player you are told by
  the coach to take anabolic steroids to help build
  muscle bulk. Do you take the drugs? Is this
  cheating or gaining a competitive edge?

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SOME ATHLETES

• Specialize in only one sport at an early age
• Over-train
• Taunt their opponents
• Cheat to win
• Engage in violent behaviors
• Abuse drugs
• Behave unethically
• Drop out or burn out

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COACHES SHOULD NOT

• Expect athletes to practice excessively
• Play young athletes while they are injured
• Expect athletes to train year round
• Punish or deride young athletes for anything less
  than highly-skilled performances
  
• Condon use of performance-enhancing drugs

• Be preoccupied with winning
• Use conditioning or coaching techniques that are
  developmentally inappropriate
  
• Permit cheating and unsportsmanlike conduct
• Play only those who are highly skilled
• Require specialization in one sport

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PARENTS SHOULD NOT

• Be preoccupied with winning
• Punish, deride, or abuse their children when they
  do not win
  
• Expect athletes to specialize in one sport
• Push their children into competitive sports based
  on a professional sports model
  
• Live vicariously through their childrens
  athletic accomplishments
  
• Believe that their childrens performances in
  sports are reflections of their parenting
  abilities
  
• Assume that their child will become a sports star
  leading to a collegiate grant-in-aid and
  professional career in sports

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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
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SPORTSMANSHIP IS (LOOKS 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

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COACH'S RESPONSIBILITIES FOR SPORTSMANSHIP

• Always set a good example for ethical conduct for
  others to follow.
  
• Instruct players in their sportsmanship
  responsibilities
  
• Discipline athletes who display
  unsportsmanlike behaviors.
  
• Treat opponents as guests.
• Provide opportunities for social interaction
  among coaches and players.
  
• Respect officials judgments and interpretations
  of the rules.
  
• Recommend only officials who have demonstrated
  the highest ethical standards.
  
• Shake hands with the officials and opposing coach
  before and after each competition.

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ATHLETES' RESPONSIBILITIES FOR SPORTSMANSHIP

• Treat visiting athletes with the respect that is
  due them as guests and worthy opponents.
  
• Shake hands with opponents and acknowledge a
  desire to have an enjoyable and sportsmanlike
  competition.
  
• Exercise self-control at all times.
• Respect officials judgments and interpretations
  of the rules. Never argue or make gestures
  indicating a dislike for a decision.
  
• Congratulate opponents in a sincere manner
  following either victory or defeat.
  
• Accept conscientiously the responsibility and
  privilege of representing the school and
  community.

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CODE OF ETHICS FOR ATHLETES

• Play fairly and play hard.
• Play for the joy of sport and for the success of
  the team.
  
• Demonstrate good sportsmanship throughout the
  game.
  
• Respect officials and their decisions.
• Conduct oneself in an exemplary way at all time.
• Complete all school work to the best of one's
  ability.
  
• Observe all training and team rules.
• Treat visiting athletes as guests and be
  courteous to them.
  
• Give opponents full credit when they win.
• Be modest in victory.

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COACHES SHOULD

• Make playing sports fun
• Educate themselves about how to coach
• Make sportsmanship a priority
• Model showing respect to athletes, officials,
  opponents, and parents
  
• Correct athletes inappropriate behaviors

• Reward effort and appropriate behaviors
• Put the needs of the team first, yet value each
  individual athlete
  
• Be positive and enthusiastic
• Keep winning in perspective

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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 is occurring when you decide that
  you will always strive to do what is right.
  
• It is a privilege and responsibility to teach and
  reinforce moral reasoning to young athletes.
  
• The longer athletes participate in sport,
  the lower their moral reasoning.

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TEACHING HOW TO REASON MORALLY

• 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.
  
• Only if moral values are explained, demonstrated,
  modeled, and reinforced will young athletes
  internalize these values.

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ETHICAL CHOICES IN SPORTS

• Should children ever be cut when trying out for a
  sports team?
  
• Should every child play in every contest in youth
  sports programs?
  
• Should every child get an opportunity to play all
  positions in youth sports programs?
  
• Should extrinsic awards (such as trophies,
  plaques, or money) be given to sports champions?
  
• Should a coach have the right to require that an
  athlete (at any age) compete in only one sport
  (that is, specialize)?

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ETHICAL CHOICES IN SPORTS

• Should a parent require a child to compete in a
  sport if the child does not want to play?
  
• Should sports competitions at any level be open
  to players of both sexes (competing against each
  other)?
  
• Should an athlete be required to pass all school
  subjects in order to play on an interscholastic
  team?
  
• Should males and females receive identical
  treatment in school and college sports?
  
• Should an athlete ever be allowed or required to
  play when injured?

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ETHICAL CHOICES IN SPORTS

• Should a coach have the right to verbally or
  physically abuse an athlete?
  
• Should athletes be allowed to socialize with
  their opponents before or after competitions?
  
• Should a coach be allowed to verbally abuse
  officials?
  
• Should an athletes be allowed to use drugs (such
  as amphetamines or anabolic steroids) to enhance
  performance?
  
• Should a coach teach athletes how to circumvent
  sports rules to their advantage?
  
• Should high school or college alumni be allowed
  to influence the hiring and firing of coaches?

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ETHICAL CHOICES IN SPORTS

• Should alumni be allowed to give money or
  tangible gifts to prospective college athletes
  during their recruitment?
  
• Should college coaches who violate recruiting
  regulations be banned from coaching?
  
• Should colleges be allowed to generate millions
  of dollars of revenues from their football and
  basketball programs, while the athletes who help
  generate these revenues receive only
  grants-in-aid?
• Should an athlete have to be academically
  eligible in order to play on an intercollegiate
  team?

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ETHICAL CHOICES IN SPORTS

• Should fans be protected from the misbehavior of
  other fans?
  
• Should a television network be allowed to dictate
  the date and time of a college or professional
  competition?
  
• Should all college students be required to pay
  athletic fees?
  
• Should fans have to pay to view the major
  sporting events on television?
  
• Should strikes (work stoppage) by professional
  athletes be used to gain financial benefits from
  owners?

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ETHICAL CHOICES IN SPORTS

• Should sports gambling be legalized?
• Should athletes be punished for breaking team
  rules or federal or state laws during the
  season?
  
• Should fans be allowed to yell "Kill the ref" or
  shout obscenities at visiting athletes?
  
• Should psychological ploys be taught and
  encouraged by coaches and used by athletes?
  
• Should athletes ever be allowed to question an
  official's call?

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