the moral reasoning of student athletes and athletic training students

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3. Division I student athletes and athletic training students have the reading level adequate to answer both the HBVCI and the EAMCI. 4. Division I student athletes and athletic training students will put forth an honest effort in answering both the HBVCI and the EAMCI. 5. Division I student athletes and athletic training students will take the time to complete two inventories. Delimitations 1. This study is delimited to Division I student athletes and athletic training students at a research intensive university in the Northwest. 2. This study will be delimited to student athletes and athletic training students only. Other students, professors or administrators will not be involved. 3. This study will have a relatively small sample of about 60 students. Terms 1. Athletic training students – students enrolled in an Athletic Training Education Program (ATEP) accredited by the Commission of Accreditation for Athletic Training Education. 2. Cognitive moral developmental perspective – “Seeks to identify general, cross-culture trends in moral development that span a lifetime culminating in an end-state or moral maturity.” (Gibbs, 1993) 3. Commission on Accreditation of Athletic Training Education (CAATE) – The organization responsible for the accreditation of athletic training education programs. 16
4. Designer Drugs – A drug produced by the minor modification of an existing drug resulting in a new substance with similar pharmacological effects. Often created to achieve the same effect as a controlled or illegal drug. 5. Doping – The illegal use of drugs or methods of physiological manipulation to improve athletic performance. 6. Ergogenic Aids Moral Competence Inventory – An inventory type instrument used to measure levels of moral reasoning using deontological moral theory by presenting dilemmas specifically related to the practice of doping in sport. 7. Hahm-Beller Values Choice Inventory – An instrument designed in deontological moral theory to examine moral reasoning in sort using commonly occurring sport moral issues. 8. Moral Reasoning – “The ability to think systematically through a moral problem taking into consideration ones’ own values and beliefs while weighing them against what others and society values and believes.” (Lumpkin, Stoll, and Beller, 1999, p.1) 9. Moral Values – “Values informed by criteria of prescriptivity, impersonality, and universality.” (Shields and Bredemeier, 1995, p. 18) For this study the moral values will be defined as universal values such as justice, honesty, responsibility, respect and fairness. 10. Social Values – Values put forth by the American society as important. Examples include cooperation, loyalty, commitment, dedication, and sacrifice. (Rudd, 1998) 11. Student athletes – students currently participating in a Division I varsity sport at a member institution of the National Collegiate Athletics Association. 17
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 and 20: the athletic training facilities. T
Page 21 and 22: Certified athletic trainers and ath
Page 23: 5. What are the differences between
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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