the moral reasoning of student athletes and athletic training students

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The amount of time, effort and money that goes into the cat-and-mouse game that is drug testing is incredible. The USADA recently awarded $1.68 million in research grants to improve drug testing methods in an effort to “eradicate doping from sport.” (United States Anti-Doping Agency, News Release, para.1) According to some sources, the annual USADA budget for drug testing exceeds $26 million per year. WADA has established that drug testing can take place in or out of season in an effort to prevent doping during training as well as during the off season (World Anti-Doping Agency, 2003, Article 5). Currently the consequences for an Olympic athlete that has been found guilty of doping include a two-year suspension from the sport for the first offense and a life-time ban for the second. NCAA legislation for collegiate athletes that have been found guilty of doping or using any kind of banned substances requires a one-year, 365 day, suspension and loss of eligibility. In 2005, the United States Congress established The Drug Free Sports Act and the Clean Sports Act in an effort to bring the drug testing of professional athletes under the control of the federal government and require the same sanctions for professional athletes as United States Olympic athletes found guilty of doping (Schnirring, 2005). Despite an increase in funding and tougher sanctions, drug testing, the biggest piece of the anti-doping effort, has been largely unsuccessful. Due to the great amount of celebrity status and its large accompanying paychecks, the “lure of success” is relatively huge when compared to the penalties for cheating (Savulescu, Foddy, & Clayton, 2004). There are also some reports that suggest that the actual rate of testing is very low giving athletes hope that even if they are doping, they may never be tested and never caught. Drug testing as form of negative reinforcement is only somewhat effective and minimally efficient at best in the growing battle against doping. 42
Despite the research and the warnings, athletes continue to dope. Problems exist with the argument that educating athletes about the negative effects of doping is an effective deterrent (Stoll, Gwebu, & Beller, 2006). Researchers have found that if athletes were given a drug that would enhance performance and in five years potentially result in major medical problems such as cancer, as many as 95% of athletes reported that they would still be willing to use the drug (Bamberger & Yaeger, 1997; Goldman, 1992). Such a response indicates how 1) athletes have little regard for their personal health and understanding of their own mortality, 2) the drive to win exceeds competing on one’s own merits, and 3) information centered anti-doping education programs may be ineffective in addressing doping in sport. The Effects of Doping on the Moral Integrity of Sport Another argument used for banning performance enhancing drugs in sport is that doping compromises the moral integrity of sport as a whole. In response to the growing epidemic of doping in sport, the International Olympic Committee established the World Anti-Doping Agency (WADA), an organization charged with the task of standardizing regulations and testing for all international competitions. The WADA mission statement defines doping as illegal if it is a health risk, or if it violates the “spirit of sport.” They define the “spirit of sport” as an intrinsic “celebration of the human spirit, body, and mind” that is characterized by the following values: ethics, fair play and honesty, health, excellence in performance, character and education, fun and joy, teamwork, dedication and commitment, respect for rules and laws, respect or self and other participants, courage and community, and solidarity (World Anti-Doping Agency, 2003, Introduction: The Code). The necessary formation of WADA’s, explicit definition of the spirit of sport and the continually increasing need for change in the world of sport have come as a consequence of the assault on the purity and moral integrity of sport. 43
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 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: of what the supplement actually con
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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