the moral reasoning of student athletes and athletic training students

More documents

Recommendations

Info

LIST OF TABLES Table 1. Correlations for respondents’ decision choices on EAMCI __________________________________ 52 Table 2. Means and standard deviations for the interaction of gender by status on HBVCI _________________ 57 Table 3. Frequencies of decisions and reasons for decisions rated “most important” by status______________ 58 Table 4. Frequencies of decision by gender on EAMCI____________________________________________ 64 Table 5. Frequencies reasons for decisions rated “most important” by gender on EAMCI _________________ 64 Table 6. Means and standard deviations for the interaction of gender by status on EAMCI_________________ 67 viii
CHAPTER ONE Introduction What is it about sport that is so appealing to citizens all over the world? Is it the opportunity to engage in an entertaining form of social interaction or the desire to participate and belong to a sporting community? Is it a desire to escape from the every day life to which we have become accustomed, or is it something deeper? Perhaps, in addition to all these things, there is something inherently great about sport that continues to motivate and inspire people all over the world. Sport seems to be rooted in a determination and drive for excellence satisfied only by victory and accomplishment. The astonishing grace with which elite athletes defy natural laws and continually surpass the performances of their predecessors is an art. The intensity of competition is not only entertaining, it’s addictive. Over 2000 years ago, ancient Greek Olympians competed under the motto Citius, Altius, Fortius which translates to swifter, higher and stronger (Eichner, 1997). The competitions were held to determine the best athletes in the world. “Victory goes to the athletes with the best combination of natural ability, stamina, courage, willingness to undergo intense and difficult training, and strategic cunning” (Catlin & Murray, 1996, p. 237). Giamatti, former president of Yale and commissioner of baseball, argued that the beauty of competition lies in the ideal: To toughen the body and temper the soul… To emphasize integrity and develop courage… To be obedient to the letter and spirit of the rules… So winning is sweeter still (Simon, 1985). And as Simon (1985) would argue, “Competition is a mutual quest for excellence through challenge.” In other words, rather than seeing rules and opponents as objects to overcome, 1
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: APPENDIX A ________________________
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
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
show all

the moral reasoning of student athletes and athletic training students

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?