the moral reasoning of student athletes and athletic training students

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CHAPTER FIVE Discussion From the ideal perspective of performance, sport is amazingly beautiful. In its purest form athletes are driven to compete for the satisfaction of competition and the exhilarating sensation of adrenaline and sweat running through their bodies often drawing awe from spectators with extraordinary physical feats. “Citius, Altius, Fortius.” The historic Olympic motto describes the purpose of sport, victory goes to the best. This is the ideal, however, not a reality. Today, sport is about winning. At the college level it is too often about institutional prestige and tuition dollars and at the elite levels it is about fame, glory and significant increases in financial status. Today, people seem willing to try anything to win. The practice of doping is increasing in all levels of sport and efforts to reverse the trend seem to be falling far short. According to this study, student athletes tend to reason from an ego-centered and relativistic approach citing the rules or legality of the issue when presented with a scenario specific to doping in sport. In this study, athletic training students reasoned similarly to their student athlete peers suggesting that they may not be able to assist curious student athletes in making decisions about doping from a consistent set of moral principles. These results are similar to the preliminary research findings of Beller, Stoll, Refvem, Williams, & Taylor-Hanson (in review) and Beller, Stoll, Williams, & Taylor-Hanson (in review) in that athletic trainers and athletic training students reason similarly to athletes from a very ego-centered approach. “Moral reasoning plays a critical role in the production of moral behavior. In fact, even if other factors influence moral choices to a similar (or even greater) degree, moral reasoning is critical because it produces the moral meaning that an intended action has for an individual” (Bredemeier & Shields, 1994, p. 175). If the results of this study are supported by future studies 68
and find that low levels of moral reasoning and the prevalence of making decisions from a rule based perspective underlie the issues of doping seen in sport then the first step in reversing the trend has been taken. Furthermore, according to Lickona (1991), in order for consistent moral action to occur, there must first be a moral awareness and moral reasoning, coupled with moral feeling in terms of empathy, valuing the good and positive self esteem. Hahm-Beller Values Choice Inventory (HBVCI) For the HBVCI, scores can range between 12-60. It has been established that a score of 20-30 on the HBVCI represents a level of moral reasoning similar to that of a junior high school student (Beller, Stoll, & Hahm, 2006). Individuals in this range tend to reason from an egocentered and relativistic perspective. They make decisions based on immediate benefits or consequences. Individuals scoring between 30-40 on the HBVCI more often tend to take into account societal norms and laws that underlie what is the right thing to do and why. Scores that fall in the range of 40-50 on the HBVCI reflect a reasoning process whereby the individual consistently uses a set of principles to determine whether an action or decision is inherently right or wrong apart from consequences to the person or persons involved. In terms of general moral reasoning the results from this study were consistent with previous research concerning gender (Beller, 1990; Beller & Stoll, 1995; Beller, Stoll, Burwell, & Cole, 1996; Beller, Stoll, & Hansen, 2004). In this study females scored seven points higher on the HBVCI than males. While the interaction of gender by status was not significant, it was approaching significance with a p value of 0.08. This difference appears to be due to the eight point difference between team sport males and team sport females. However, results from this study do not support Gilligan (1977) and Rest & Narvaez’s (1994) findings about gender. 69
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THE MORAL REASONING OF STUDENT ATHL
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ACKNOWLEDGEMENT Competitive, Respon
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sport. The results of this study we
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APPENDIX A ________________________
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CHAPTER ONE Introduction What is it
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college edifice, their paternalisti
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are stronger adults because of the
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purpose of higher education, which
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dope or not dope as well as how ins
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the athletic training facilities. T
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Certified athletic trainers and ath
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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
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: Hypothesis Six No difference exists
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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