the moral reasoning of student athletes and athletic training students

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THE MORAL REASONING OF STUDENT ATHLETES AND ATHLETIC TRAINING STUDENTS: DESCRIBING THE RELATIONSHIP BETWEEN ATHLETICS AND HIGHER EDCUATION Abstract By Patricia Lynne Davenport, M.A. Washington State University May 2007 Chair: Jennifer Beller The ideal performance perspective is that through which sport is viewed as a channel of pure competition where only the best combination of natural ability, courage, determination to better oneself, and an emotional and kinesthetic intelligence will lead to victory. Unfortunately, this is the ideal, not the reality. Today, a win-at-all-costs mentality has clouded the ideal. Both higher education and the NCAA have explicitly stated ideal goals of character development. The purpose of this two part study is to: 1) conduct a pilot study for validation purposes of the Ergogenic Aids Moral Competence Inventory and 2) examine the general moral reasoning of Division I college student athletes’ and athletic training students’ compared with their moral reasoning about doping in sport as one measure of character development in higher education. In this study, 195 male and female athletic training students and student athletes from a variety of sports at an institution with division I athletic programs voluntarily completed two surveys. The HBVCI (Cronbach alpha .77-.88) measures moral reasoning with relationship to scenarios common in all aspects of sport. The EAMCI, currently in its second pilot stage, was used to measure moral reasoning of individuals with specific reference to issues of doping in iv
sport. The results of this study were consistent with previous research and found a significant difference by gender on both instruments. F(1,183)=11.78, p=.001 (HBVCI). F(1,173)=11.54, p=.001 (EAMCI). No significant difference was found by status, F(2,183)=.50, p=.61 or with the interaction of gender by status, F(2,183)=2.52, p=.08 on the HBVCI. A small significant difference was found by status, F(2,173)=3.03, p=.05, and no significant difference was found with the interaction of gender by status, F(2,173)=.94, p=.39 on the EAMCI. It appears that the character development mission of the NCAA and in higher education may not be supported in practice. Overall, the results showed that the moral reasoning scores of student athletes and athletic training students, were on the average low and from an ego-centered and rule based view. v
Page 1 and 2: THE MORAL REASONING OF STUDENT ATHL
Page 3: ACKNOWLEDGEMENT Competitive, Respon
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 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
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and then evaluated each of the thre
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Procedures Arrangements were made w
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CHAPTER FOUR Results The purpose of
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Table 2. Means and standard deviati
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I do not care whether Arnold choose
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Danny should do whatever will make
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Team Indiv. ATS F % F % F % Most co
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Most common reason not to take the
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Hypothesis Six No difference exists
Page 77 and 78:
and find that low levels of moral r
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athletic training students did not
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another paper, the notions of care-
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esearch scored relatively low when
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Scenario five presented a similar s
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conversation and attitude speaks to
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consistent set of moral principles,
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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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