the moral reasoning of student athletes and athletic training students

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perspective as a member of society; and postconventional (stages 5 and 6) which takes a prior to society perspective (Gibbs, 1993). Few people ever reach stage 5 and even fewer reach stage 6 in which an individual engages universal principles of justice in their behavior (Gibbs, 1993) A study by Snarey (1985) found Kohlberg’s stages one through four to be true across cultures in 27 different countries. Essentially, cognitive moral development is based on an understanding and examination of: 1) What is right, 2) Why it is right, and 3) What are the underlying socio-moral principles that guide what is right and why it is right (Fox & DeMarco, 1990). This developmental theory was confirmed by a study by Colby et al (1983). Rest (1994) also found a similar process of development in moral reasoning, but added that education showed much more powerful corollaries than chronological age alone. Rest further differentiated between moral judgment, which is only part of the psychology and sociology of moral development, and moral behavior, which requires moral sensitivity, moral judgment, moral motivation and moral character (Rest, 1994). Moral sensitivity is an awareness of how actions affect other people. Moral judgment is the process of deciding which moral action is more morally justifiable. Moral motivation is the importance given to moral values in competition with other values such as protecting the self or one’s organization, and moral character includes the strength of the ego, perseverance, toughness, strength of conviction and courage to do the right thing (Rest, 1994). When an athlete is faced with a decision to engage or not engage in the practice of doping, the question is whether or not he or she is at a level of moral development sufficient to make the right choices. The two instruments for this study will focus specifically on moral reasoning and moral motivation. Do the athletes choose to act according to their moral values or their social values in the pursuit of the many successes offered by athletics? 26
“Moral reasoning, a systematic, logical, and rational process whereby we identify issues, examine opposing views, and attempt solutions, is predicated on our abilities to be impartial, consistent, and reflective” (Lumpkin, Stoll, & Beller, 2003, p. 255-256). While one right answer may not exist, moral reasoning helps us to minimize our own prejudices, remove false beliefs, and help us to better understand opposing views. Moral reasoning in this case is a pedagogical process based in the deontological moral philosophies of Rawls (1971), Kant (1785 cited in Frankena, 1973), and Frankena (1973). Deontological moral theory holds that there is an inherent right apart from the consequences that guide our moral action (Frankena, 1973). Thus moral reasoning teaches us how to come to terms with the moral principles that guide our lives and then learn to consistently, impartially, and reflectively apply them to the moral issues we face in our lives. Because sport involves participation between individuals, moral issues such as doping, surface and persist. Moral reasoning is the constant in the moral equation that helps us to examine what we believe and why we believe it in relation to what is right in a universal sense, why it is right in a universal sense, and then the underlying socio-moral principles that guide what is right and why it is right. Bredemeier and Shields (1984a; 1984b; 1986; 1994; 1998) have conducted much research in the area of moral reasoning in sport especially as it relates to children (Bredemeier, 1985, 1994; Bredemeier, Weiss, Shields, & Cooper, 1986, 1987; Bredemeier, Weiss, Shields, & Shewcuck, 1986) . Bredemeier and Shields (1994) described how the nature and structure of sport affect the levels of reasoning athletes use on and off the field. According to Bredemeier and Shields, “What has moral significance in sport is the configuration of social relationships and interactions that characterize particular sport experiences” (1994, p. 176). The fact that sport is 27
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 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: the cultural norms as a measure of
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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