the moral reasoning of student athletes and athletic training students

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issues of doping in sport and discuss the finding relative to what higher education and the NCAA state are important values about the development of college students’ and intercollegiate student athletes’ development of character. Knowing the extent to which a part of moral character is being developed (that of moral reasoning) can help individuals engaged in teaching in higher education and the practice of sport better help individuals grow and mature in their moral character. 46
CHAPTER THREE Methodology Research Method This will be a descriptive study with two parts that will: 1) pilot the Ergogenic Aids Moral Competence Inventory for validation purposes 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. This study will identify what, if any correlations exist between measured levels of moral reasoning and attitudes toward doping in athletes and athletic training students. The Institutional Review Board approval was granted for this study on March 1, 2007. The IRB file number is 9596-a. (See appendix A). Participants Participants will include volunteer student athletes from the women’s crew, men’s and women’s track and football teams of a division I athletic institution. It will also include students currently enrolled in an athletic training education program. Each participant will be given a brief background to the study, and opportunity to ask questions and then asked to sign an informed consent. Athletic training students will be given the opportunity to volunteer for this study during a class time for a course in which they are all enrolled. Instruments Hahm-Beller Values Choice Inventory (HBVCI) The Hahm-Beller Values Choice Inventory (see Appendix B) is an instrument that measures moral reasoning in sport. The instrument is based in deontological moral theory (Frankena, 1973) Rawls Theory of Justice (1971), Kohlberg’s Philosophy of moral development 47
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 and 50: of what the supplement actually con
Page 51 and 52: Despite the research and the warnin
Page 53: use their judgment in discriminatin
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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