the moral reasoning of student athletes and athletic training students
the moral reasoning of student athletes and athletic training students
the moral reasoning of student athletes and athletic training students
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describe <strong>the</strong> reasons for particular <strong>moral</strong> behavior. However, Bredemeier <strong>and</strong> Shields have<br />
conducted little research with high school or collegiate populations. And while <strong>the</strong>ir research<br />
may explain a cognitive <strong>moral</strong> <strong>reasoning</strong> process in children, it has yet to be tested to a great<br />
extent on <strong>the</strong>se older populations.<br />
Measuring Moral Development in Sport Populations<br />
Generally, <strong>moral</strong> <strong>the</strong>orists agree that <strong>moral</strong> character is a learned process that occurs by<br />
observing <strong>and</strong> modeling o<strong>the</strong>rs, <strong>the</strong> influence <strong>of</strong> <strong>the</strong> environment, as well as <strong>moral</strong> <strong>reasoning</strong><br />
(Beller & Stoll, 1995; Lickona, 1991). According to Beller <strong>and</strong> Stoll (1995), “…if <strong>moral</strong>ity can<br />
be defined as fair dealing, honesty <strong>and</strong> respectful behavior, <strong>and</strong> if this behavior is learned, <strong>the</strong>n it<br />
can be measured” (Beller & Stoll, 1995, p. 353). The importance <strong>of</strong> measuring this is to learn<br />
more about <strong>the</strong> environment <strong>and</strong> processes that shape <strong>the</strong> development. Assuming that an<br />
individual knows <strong>the</strong> difference between honest <strong>and</strong> dishonest, fair <strong>and</strong> unfair, <strong>and</strong> respectful <strong>and</strong><br />
disrespectful, <strong>moral</strong> <strong>reasoning</strong> scores represent <strong>the</strong> level <strong>of</strong> underst<strong>and</strong>ing <strong>of</strong> <strong>the</strong> values <strong>of</strong><br />
honesty, fairness <strong>and</strong> respect (Beller & Stoll, 1995, p. 354). “Moral judgment scores represent<br />
<strong>the</strong> basic interpretive framework that people naturally <strong>and</strong> spontaneously bring to <strong>moral</strong> problem<br />
solving” (Rest & Narvaez, 1994, p. 214). With <strong>the</strong> underst<strong>and</strong>ing that <strong>moral</strong> <strong>reasoning</strong> can be<br />
measured, some researchers have examined <strong>moral</strong> <strong>reasoning</strong> in sport populations.<br />
Measuring <strong>moral</strong> <strong>reasoning</strong> specific to sport has been a challenge because until 1987, few<br />
if any valid <strong>and</strong> reliable instruments based in sport existed (Beller, Stoll, & Hahm, 2006). A few<br />
sport studies had been conducted using <strong>the</strong> using Rest’s (1984) Defining Issues Test (DIT)<br />
(Beller, 1990; Hahm, 1989; Hall, 1986). Yet, while <strong>the</strong> DIT is a highly valid <strong>and</strong> reliable<br />
instrument for measuring <strong>moral</strong> development based on Kohlberg’s (1981) stage <strong>the</strong>ory, it is<br />
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