the moral reasoning of student athletes and athletic training students

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ecame the Intercollegiate Conference on Faculty Representatives which later became the Big Ten. The purpose of this meeting was to better identify the role of sport and faculty governance on college campuses. In 1905, because 18 students had been killed and 143 seriously wounded in football, President Theodore Roosevelt met with representatives of Harvard, Yale, and Princeton to challenge them to clean up football (Smith, 1988). In December of 1905, representatives of 30 different institutions met in New York, forming the Intercollegiate Athletic Association, which in 1910 became the National Collegiate Athletic Association. Their original constitution had as its very foundation the explicit purpose of developing character within these student athletes. The next thirty years would see the introduction of more sports, the first glimpses of national media attention, issues with the dangers of some sports, particularly football, and an instigation of change in the motivation for athletes and their fans (Smith, 1988). In 1906 the National Collegiate Athletic Association (NCAA) was founded with a mission to provide, “…Regulation and supervision of college athletics throughout the United States in order that the athletic activities … may be maintained on an ethical plane in keeping with the dignity and high purpose of education” (Hawes, 1999, 1900-1939 Article 1 ). Throughout the following decades, collegiate athletics would find itself increasingly at odds with institutions of higher education. In a report from the Knight Commission on Intercollegiate Athletics, the authors stated that, “At their best, which is most of the time, intercollegiate athletics provide millions of people—athletes, undergraduates, alumni and the general public—with great pleasure, the spectacle of extraordinary effort and physical grace, the excitement of an outcome in doubt, and a shared unifying experience. Thousands of men and women in the United States 4
are stronger adults because of the challenges they mastered as young athletes…But at their worst, big-time college athletics appear to have lost their bearings. With increasing frequency they threaten to overwhelm the universities in whose name they were established and to undermine the integrity of one of our fundamental national institutions: higher education. (Knight Commission on Intercollegiate Athletics, 1991, Introduction para. 1-2) While intercollegiate sport, that began as the result of students hungering for physical activity and pure competition and established by students for students has transitioned into a forprofit business where society, prestige and fame that can be equated with financial gain, the NCAA still has character central to its mission today. Its current mission “…is to govern competition in a fair, equitable, and sportsmanlike manner, and to integrate intercollegiate athletics into higher education sot that the educational experience of the student athlete is paramount” and one of its core values is a commitment to “the highest levels of integrity and sportsmanship” (NCAA, 2007). Although the ideal performance perspective is that in which sport, in its purest, natural sense can be enjoyed, appreciated and respected for the brilliant combination of natural ability, athletic and emotional intelligence and kinesthetic control and awareness as well as sportsmanship and integrity, it may be argued that this perspective is largely the minority in today’s world of sport. Today, intercollegiate sport is about winning and appears to have little in common with the NCAA mission on integrity and sportsmanship. Moreover, while one of the primary responsibilities of higher education is to help students develop into contributing members of society in terms of democratic ideals and social 5
Page 1 and 2: THE MORAL REASONING OF STUDENT ATHL
Page 3 and 4: ACKNOWLEDGEMENT Competitive, Respon
Page 5 and 6: sport. The results of this study we
Page 7 and 8: APPENDIX A ________________________
Page 9 and 10: CHAPTER ONE Introduction What is it
Page 11: college edifice, their paternalisti
Page 15 and 16: purpose of higher education, which
Page 17 and 18: dope or not dope as well as how ins
Page 19 and 20: the athletic training facilities. T
Page 21 and 22: Certified athletic trainers and ath
Page 23 and 24: 5. What are the differences between
Page 25 and 26: 4. Designer Drugs - A drug produced
Page 27 and 28: CHAPTER TWO Literature Review The p
Page 29 and 30: more of a look like German institut
Page 31 and 32: institutions, conferences, and nati
Page 33 and 34: the cultural norms as a measure of
Page 35 and 36: “Moral reasoning, a systematic, l
Page 37 and 38: describe the reasons for particular
Page 39 and 40: it must be noted that only a low po
Page 41 and 42: Taylor-Hanson, in review). However,
Page 43 and 44: issues in sport or specific issues
Page 45 and 46: naturally occurring male sex hormon
Page 47 and 48: stored. After a few weeks, normal l
Page 49 and 50: of what the supplement actually con
Page 51 and 52: Despite the research and the warnin
Page 53 and 54: use their judgment in discriminatin
Page 55 and 56: CHAPTER THREE Methodology Research
Page 57 and 58: Ergogenic Aids and Moral Competence
Page 59 and 60: and then evaluated each of the thre
Page 61 and 62: Procedures Arrangements were made w
Page 63 and 64:
CHAPTER FOUR Results The purpose of
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Table 2. Means and standard deviati
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I do not care whether Arnold choose
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Danny should do whatever will make
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Team Indiv. ATS F % F % F % Most co
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Most common reason not to take the
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Hypothesis Six No difference exists
Page 77 and 78:
and find that low levels of moral r
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athletic training students did not
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another paper, the notions of care-
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esearch scored relatively low when
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Scenario five presented a similar s
Page 87 and 88:
conversation and attitude speaks to
Page 89 and 90:
consistent set of moral principles,
Page 91 and 92:
REFERENCES Alder, P., & Alder, P.A.
Page 93 and 94:
Beller, J.M., Stoll, S.K., Williams
Page 95 and 96:
Colby, A., Kohlberg, L., Gibbs, J.,
Page 97 and 98:
Honour, J.W. (2004). The fight for
Page 99 and 100:
Perry, P.J., Lund, B.C., Deninger,
Page 101 and 102:
Smith, R.A. (1988). Sports and Free
Page 103 and 104:
APPENDIX A HAHM - BELLER VALUES CHO
Page 105 and 106:
APPENDIX B EAMCI Instrument Please
Page 107 and 108:
2. George, while hanging out at the
Page 109 and 110:
4. Tony is the kind of athletic tra
Page 111 and 112:
APPENDIX C IRB approval 103
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