the moral reasoning of student athletes and athletic training students

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students, where are they challenged or encouraged to discuss character and honor as is a stated goal of higher education and the NCAA? When are they required to utilize and practice moral reasoning? Conclusion From the ideal sport perspective, the essential balance of commitment, determination, courage, dedication and incredible physical skill and ability could be used as the perfect training grounds for character development. In fact, since its inception, the NCAA has specifically described this development of character as one of the primary mechanisms by which the role of athletics supports the overall mission of higher education (Applin, 1979). The mission of higher education lies within the continual search for truth and development of positively contributing members of society and these objectives are achieved by the development of character (Cohen, 1998). While the purpose of this paper was not to argue the role of athletics in higher education, the two are obviously intertwined through mission and the institution of higher education has allowed the world of athletics to continue performing in support of its mission. One question addressed in this paper was, “Are intercollegiate athletics truly supporting this mission?” And, “To what extent is higher education supporting their mission of character development?” This study sought to describe the moral reasoning of student athletes and athletic training students related to general scenarios and doping specific scenarios in sport as one measure of character development. According to the results of this study and consistent with previous studies (Beller, Stoll, Burwell, & Cole, 1996; Priest, Krause, & Beach, 1999), it appears that the mission of athletics in higher education may not be supported in practice. Overall, the results showed that the moral reasoning scores of student athletes, reflective of the ability of individuals to reason from a 80
consistent set of moral principles, were on the average fairly low. Moreover, since athletic training students are immersed into the education of a medical profession and considered a helping profession, and not as closely tied to the competitive experience of student athletes, it could be expected that athletic training students should score higher compared to student athletes. Yet, consistent with previous studies (Williams, 2006) this study found only a slight difference between the groups on one of the surveys, and no difference on the other. Often times it seems that the focus of purpose for institutions of higher education tends to lie in the production of educated, productive citizens (Cohen, 1998). It could be argued that this focus draws attention away from the foundation of such a purpose which is character development. Perhaps an assumption exists that such development will naturally take place over the course of any given curriculum. According to the results of this and other studies that have examined the moral reasoning of collegiate students (Priest, Krause, & Beach, 1999; Williams, 2006; Beller, Stoll, Burwell, & Cole, 1996; Bredemeier & Shields, 1986), this assumption seems to be inaccurate. Research in the area of moral education suggests that the development of character requires intentional effort and it has been established that a curriculum specifically designed and implemented in moral education may be effective in addressing moral reasoning (Beller & Stoll, 1995; Bredemeier & Shields, 1995; Lickona, 1991; Stoll & Beller, 1995; Stoll, Beller, Cole, & Burwell, 1995). While previous researchers have suggested that there is something specific about the competitive environment that negatively influences moral reasoning (Beller & Stoll, 1995; Beller, Stoll, Burwell, & Cole, 1996), low levels of moral reasoning may be a society wide issue and affecting change may seem to be a daunting task. However, the institution of higher education as whole may be positioned to begin affecting at least on the level of its students. The 81
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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
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4. Designer Drugs - A drug produced
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CHAPTER TWO Literature Review The p
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more of a look like German institut
Page 31 and 32:
institutions, conferences, and nati
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the cultural norms as a measure of
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“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: conversation and attitude speaks to
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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