the moral reasoning of student athletes and athletic training students

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Thus, attempting to identify when athletes may choose to begin doping as well as the reasons underlying those choices may require an instrument specific to the moral reasoning of doping in sport. Additionally, knowing more about how student athletes and athletic training students reason about performance enhancing drugs may help in designing effective educational strategies to address doping in sport. Over the past 20 years, researchers have found that athletes are significantly more affected by the competitive experience compared to those not engaged in these high levels of sport. According to these researchers, much evidence exists to suggest that athletes are generally less developed in their processes of moral reasoning than non-athletes (Beller & Stoll, 1993; Beller, 1990; Hahm, 1989; Beller & Stoll, 1995; Beller, Stoll, Burwell & Cole, 1996; Rudd & Stoll, 1998; Stoll & Beller, 1998). Moreover, it appears that the longer athletes participate in sport, the less morally reasoned they become. It has been said that individuals can become hardened to identifying moral issues and tend to reason from an egoistic perspective where their own self interests and desires drive their decision making (Beller, Stoll, & Hansen, 2004; Kretchmar, 1995). Notions about others, social rules, laws, and principles have little value or merit in decision making. They tend to see their opponents as objects rather than as people (Lumpkin, Stoll, & Beller, 2003). Unfortunately, much time is spent in sport developing athletes’ bodies, physical skills and abilities and little, if any, time on their development of character. While the HBVCI is a valid and reliable tool for measuring general moral reasoning in sport, some have argued that it would be of benefit to examine how individuals reason relative to specific issues in sport such as doping (Stoll, Gwebu, & Beller, 2006). Knowing more about the underlying reasoning behind doping may provide researchers a better insight into decisions to 8
dope or not dope as well as how institutions of higher education and the NCAA address their mission about the development of character. Doping falls under the broad heading of ergogenic aids. Ergogenic aids are “…[a]ny supplement, or ingested material that is prohibited by the letter or the spirit of the rules, but is used to garner an advantage in the sport experience (Lumpkin, Stoll, & Beller, 2003, p. 126). In many cases, ergogenic aids result in physiological changes beneficial to performance. Some substances can alter an athlete’s perceptions whereby they think they are competing at a higher level, but in actuality, their performance has eroded. Doping is an unfortunate reality facing sport in the United States and across the world. The increase in doping can be attributed to a variety of factors including a sport society driven by a win-at-all-costs attitude and the intense pursuit of the competitive edge (Catlin & Murray, 1996; Eichner, 1997; Honour, 2004; Howard, 2005; McCarthy, 2005; Minelli, Rapaport, & Kaiser, 1992; Noakes, 2004). The quest for performance enhancing substances dates back to the early Olympics (Catlin & Murray, 1996; Minelli, Rapaport, & Kaiser, 1992). With advances in technology and knowledge, superstitious rituals were replaced with sophisticated substances and procedures, often for which the intended use was originally therapeutic (Pincock, 2005). Today athletes, coaches, physical trainers and physicians have learned to take advantage of substances and procedures that have been shown to improve performance (Hough, 1990). Many of the substances used for doping are found in the body naturally making detection a difficult task and use a powerful temptation. Currently, drug testing and a somewhat limited array of drug education curricula are the two most prominent means found in the literature to combat the practices of doping. However, the problem of doping appears on the rise (Beller & Stoll, 1993; Grossman & Smiley, 1999; 9
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 and 12: college edifice, their paternalisti
Page 13 and 14: are stronger adults because of the
Page 15: purpose of higher education, which
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
Page 65 and 66: Table 2. Means and standard deviati
Page 67 and 68:
I do not care whether Arnold choose
Page 69 and 70:
Danny should do whatever will make
Page 71 and 72:
Team Indiv. ATS F % F % F % Most co
Page 73 and 74:
Most common reason not to take the
Page 75 and 76:
Hypothesis Six No difference exists
Page 77 and 78:
and find that low levels of moral r
Page 79 and 80:
athletic training students did not
Page 81 and 82:
another paper, the notions of care-
Page 83 and 84:
esearch scored relatively low when
Page 85 and 86:
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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