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the moral reasoning of student athletes and athletic training students

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<strong>athletic</strong> <strong>training</strong> <strong>student</strong>s did not score significantly higher than individual <strong>and</strong> team sport<br />

<strong>athletes</strong> supports <strong>the</strong> argument that <strong>the</strong>re is something about <strong>the</strong> competitive environment that<br />

negatively influences <strong>the</strong> <strong>moral</strong> <strong>reasoning</strong> processes <strong>of</strong> individuals involved. By <strong>the</strong> nature <strong>of</strong><br />

<strong>the</strong>ir clinical experiences, most <strong>athletic</strong> <strong>training</strong> <strong>student</strong>s are encouraged to take ownership <strong>of</strong> <strong>the</strong><br />

teams with which <strong>the</strong>y work. They are encouraged to work with <strong>the</strong> <strong>athletes</strong> <strong>and</strong> coaches on a<br />

pr<strong>of</strong>essional level <strong>and</strong> as a result are directly injected into <strong>the</strong> daily <strong>and</strong> seasonal activities <strong>of</strong><br />

<strong>the</strong>ir teams. They attend most practices <strong>and</strong> competitions <strong>of</strong>ten serving long hours alongside <strong>the</strong><br />

certified <strong>athletic</strong> trainer to meet <strong>the</strong> physical <strong>and</strong> sometimes psychological needs <strong>of</strong> <strong>the</strong>ir <strong>athletes</strong>.<br />

As a result, most <strong>athletic</strong> <strong>training</strong> <strong>student</strong>s, like certified <strong>athletic</strong> trainers, are not immune to <strong>the</strong><br />

emotional montage inherent in <strong>athletic</strong>s. After serving 1200 hours in an <strong>athletic</strong> <strong>training</strong><br />

education program <strong>the</strong>re is nothing like sweat, blood <strong>and</strong> tears <strong>of</strong> “game day.” The results <strong>of</strong> this<br />

study, as well as previous research (Beller, 1990; Beller & Stoll, 1995; Beller, Stoll, Burwell, &<br />

Cole, 1996; Beller, Stoll, & Hansen, 2004) suggest that <strong>athletic</strong> <strong>training</strong> <strong>student</strong>s may be as<br />

driven as coaches <strong>and</strong> <strong>athletes</strong> to try anything to gain a competitive edge. Comments such as,<br />

“Soccer is a dirty sport,” <strong>and</strong>, “It’s just part <strong>of</strong> <strong>the</strong> game” reflecting an internal process <strong>of</strong> <strong>moral</strong><br />

justification. In its fundamental form, <strong>the</strong> attitude is that while certain behaviors may not be<br />

acceptable outside <strong>the</strong> game, <strong>the</strong>y are acceptable in sport as “part <strong>of</strong> <strong>the</strong> game.”<br />

Due to <strong>the</strong> consistent results <strong>of</strong> research on <strong>the</strong> topic <strong>of</strong> <strong>moral</strong> <strong>reasoning</strong> in sport <strong>the</strong><br />

United States Anti-Doping Agency argues that <strong>moral</strong> <strong>reasoning</strong> specific to issues <strong>of</strong> doping in<br />

sport may prove valuable in <strong>the</strong> fight against doping. Although only in its pilot stage, results <strong>and</strong><br />

frequencies from <strong>the</strong> EAMCI were particularly interesting <strong>and</strong> may provide insight to <strong>the</strong><br />

specific <strong>reasoning</strong> process <strong>of</strong> decisions made regarding doping in sport. If <strong>the</strong> <strong>reasoning</strong> process<br />

that takes place prior to a decision or action can be identified <strong>and</strong> altered, perhaps <strong>the</strong> fight<br />

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