the moral reasoning of student athletes and athletic training students

More documents

Recommendations

Info

include spending time at outside physical therapy clinics, urgent care clinics, high schools, general medical practices and of course in the athletic training facility of the institution in which they are enrolled. This range of experiences allows athletic training students not only to practice their skills and continue the learning process with direct interaction with medical professionals, but also to identify the settings in which they may be most interested for their future careers. Athletic training is an incredibly versatile profession. The education and expertise of certified athletic trainers as medical professionals allows many opportunities for students’ futures. Once athletic training students have completed all course work and clinical experience requirements they become eligible to take the national exam for athletic training through the Board of Certification. The format of this exam has recently changed to include a computer based exam that tests general and practical knowledge of the students. After students pass the exam they are granted certification through the National Athletic Trainers Association Board of Certification that requires annual continuing education units to maintain. At the collegiate and elite levels, the sports medicine team typically consists of physicians, certified athletic trainers and other medical professionals. Due to financial constraints, a consistent medical team as previously described is seldom found in the high school setting, however, most high school athletic programs have some access to a certified athletic trainer on a consistent basis. Members of the sports medicine team work together to ensure the highest quality of prevention, care, and rehabilitation of athletic injuries. In some recent studies, researchers have found that certified athletic trainers and athletic training students may not be any more morally developed than their athletes (Beller, Stoll, Refrvem, Williams & Hansen, in review; Beller Stoll, Refvem, & Hansen, 2003; Beller, Stoll, Williams, Refvem, & Hansen, in review). If this is true, it may present further issues and considerations for anti-doping efforts. 12
Certified athletic trainers and athletic training students are subject to similar pressures to win-at-all costs as athletes and coaches. The competitive environment tends to enshroud entire athletic departments supporting the notion that something about the structure or nature of today’s competitive environment may inhibit the moral reasoning process. While CAATE requires athletic training education programs to address ethics with athletic training students, few programs have specific courses covering ethics in sport (Williams, 2006). Few if any challenge athletic trainers through a moral reasoning approach to their own personal values and beliefs relative to principles and rules. If certified athletic trainers and athletic training students have similar levels of moral reasoning, it may be difficult for these medical professionals and professionals-in-training to help athletes choose not to dope. How athletic training students and student athletes reason morally, specific to doping issues, is of interest in the fight against doping in sport and therefore, are the two populations that will be examined in this study. If change is to occur, it will require the efforts of society to be willing to acknowledge and address the root of the problem. What better place to address such an issue than that where social and athletic issues are given center stage? Beyond the walls of a moral home, institutions of higher education may be best equipped to face the challenge head on. This study is intended to describe the moral reasoning of student athletes and athletic training students using a reliable and well validated instrument to measure the moral reasoning associated with general sports competition issues. It will also pilot a new instrument designed to measure moral reasoning using scenarios specific to issues of doping in sport. The information provided by the second instrument may be valuable in describing the reasons behind why student athletes and athletic training students decide it is acceptable to dope or not and whether their decisions are based in a moral perspective. The two instruments together may provide a better 13
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 and 16: purpose of higher education, which
Page 17 and 18: dope or not dope as well as how ins
Page 19: the athletic training facilities. T
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
show all

the moral reasoning of student athletes and athletic training students

Create successful ePaper yourself

Delete template?

Save as template?