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Sport ethics: Applications for fair play (second edition)
... The term trash talk has been used for verbal taunts that players direct at their opponents during contests, often accompanied by displays of physical intimidation (Phillip, 1995). Considered intentional psychological intimidation, trash talking is as common as putting on a game uniform, though outlawed by most amateur sport ruling bodies (Lumpkin et al., 1994). Trash talking exists in youth sports, school sports, collegiate sports, and professional leagues. ...
... Similar to the commentary surrounding trash talk, such callouses come with sociomoral symptoms such as: "everyone else is doing it" rationalization and if no harm is done or no rule is caught broken, it is okay (Kretchmar, 1994). Moral callouses produce problems distinguishing rules as well as difficulty in understanding the difference between strategy and moral trickery (Lumpkin et al., 1994). Philosophically, the callousness allegedly caused by trash talk is an example of how situational ethics is applied to sport. ...
... Philosophically, the callousness allegedly caused by trash talk is an example of how situational ethics is applied to sport. Situational ethics suggests that every ethical and moral decision is made on the spot, with no consistency between acts (Lumpkin et al., 1994). In this case, critics believe that the money and fame which accompanies winning in modern American sport causes athletes in competitive sport to disregard their moral values. ...
This paper challenges the Eurocentric interpretation of the intentionality of the use of trash talk in competitive sport. The power bloc established within sport enables the formation of a moral community amongst athletes within competitive sport. An anthropological exploration of the Black vernacular tradition of trash talk, from the Middle Passage to modern American sport, supports the use of trash talk as a mechanism used to ethically vet and form relationships within moral communities of competitive sport. The proposed conceptual framework advances philosophical scholarship on the sociology and ethics of sport by creating a line of literature that explores moral communities in sport from the perspective of the athlete. Framing trash talk as smack talk reveals the intentionality of the aggressive interactions as an ethical construct established by the athletes within the capitalistic environment of competitive sport. An understanding of athlete discourse will empower diversity, equity, and inclusion officers, administrators, and coaches in producing and regulating ethical environments for athletes in American sport.
... Values in sport has been studied from a variety of perspectives, including the value of sport (Fraleigh, 1983;Kretchmar, 2005;Shields & Bredemeier, 1995), sport for moral development (Lumpkin et al., 2002;Shields et al., 2018;Simon, 2003;Stoll & Beller, 2012), the values of youth in sport (Danish et al., 2005;Fraser-Thomas et al., 2005;Hansen et al., 2003;Koh et al., 2016;Lee et al., 2000Lee et al., , 2008, values of winning coaches (Gearity et al., 2013;Gould et al., 2017;Jones et al., 2003;Schroeder, 2010;Wang & Straub, 2012), and the absence of values in sport (Fraser-Thomas & Côté, 2009;Gearity & Murray, 2011;Lumpkin et al., 2002;Stoll & Beller, 2012). According to Rokeach (1973), a value is "an enduring belief that a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence" (p. ...
... Values in sport has been studied from a variety of perspectives, including the value of sport (Fraleigh, 1983;Kretchmar, 2005;Shields & Bredemeier, 1995), sport for moral development (Lumpkin et al., 2002;Shields et al., 2018;Simon, 2003;Stoll & Beller, 2012), the values of youth in sport (Danish et al., 2005;Fraser-Thomas et al., 2005;Hansen et al., 2003;Koh et al., 2016;Lee et al., 2000Lee et al., , 2008, values of winning coaches (Gearity et al., 2013;Gould et al., 2017;Jones et al., 2003;Schroeder, 2010;Wang & Straub, 2012), and the absence of values in sport (Fraser-Thomas & Côté, 2009;Gearity & Murray, 2011;Lumpkin et al., 2002;Stoll & Beller, 2012). According to Rokeach (1973), a value is "an enduring belief that a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence" (p. ...
... Kretchmar (1994Kretchmar ( , 2005, in trying to bring clarity to the fair play movement, divided sport values into moral and non-moral. Those evaluating sport for fair play have built on Kretchmar's delineation and switched the terms to moral and performance values (Lumpkin et al., 2002;Simon, 2003). More recent definitions have included the terms of competence, moral, and status (Lee et al., 2013). ...
Without deliberate reflection on and implementation of values in the coaching process, coaches are unlikely to emphasize moral values and may miss opportunities for their instrumental use. Therefore, the purpose of this study was to explore the values which coaches desired to be guided by in their coaching practice, and the values which they hoped to develop in the athletes entrusted to their care. Participants were 571 coaches from seven sports in the Czech Republic who were asked to complete a survey containing open and closed responses concerning coaching values. Specifically, they were asked to identify the values that guided their coaching and the values they sought to develop on their teams. Results indicated that values of Hard Work and Respect for Others were the most important, regardless of gender, age coached, experience, licensing, or level coached. We suggest that Eastern coaches, who are largely still heavily influenced by the coaching methodology of the former Soviet Bloc, would benefit from the intentional implementation of instrumental development values that align with the developmental needs of the athletes they coach.
... In this section, we provide a brief selective review of frameworks that are used for describing and understanding the nature and dimensions of ethical problems, moral reasoning and decision-making, and which may give guidance to those confronted with ethical problems. In particular, we outline the frameworks of Kohlberg (1984), Snell et al., (2000Snell et al., ( , 2002, Lumpkin, Stoll and Beller (1994), Badaracco (1997) and show how they can be variously used as interpretive filters for examining what constitutes moral reasoning, moral responsibilities, moral behavior and organizational moral ethos. In particular, we show how the frameworks of Lumpkin et al. (1994) linking moral knowledge, moral values and moral reasoning, and Badaracco's framework emphasising the ethical dimensions and nature of personal and organizational responsibilities both enhance and provide a complementary perspective to the Kohlbergian view. ...
... In particular, we outline the frameworks of Kohlberg (1984), Snell et al., (2000Snell et al., ( , 2002, Lumpkin, Stoll and Beller (1994), Badaracco (1997) and show how they can be variously used as interpretive filters for examining what constitutes moral reasoning, moral responsibilities, moral behavior and organizational moral ethos. In particular, we show how the frameworks of Lumpkin et al. (1994) linking moral knowledge, moral values and moral reasoning, and Badaracco's framework emphasising the ethical dimensions and nature of personal and organizational responsibilities both enhance and provide a complementary perspective to the Kohlbergian view. ...
... We acknowledge the usefulness of the related frameworks of Kohlberg (1984), Snell (2000), Lumpkin et al. (1994) and Badaracco (1997) in helping to highlight and surface the nature of moral values, moral responsibilities and moral behavior exhibited by and in response to different stakeholders. We also note how such frameworks can help surface insights about conceptual differences in the nature and level of moral reasoning exercised by organizational actors, how such differences are reflective of organizational moral ethos, and how they may be affected by recursive socialization processes operating within the organization and at other societal levels. ...
This paper explores the merits and practicalities of using a multi-framing approach to problem solving and decision making, through applying it to a real situation involving an ethical dilemma. We provide a rationale for an approach which addresses all phases of problem solving and decision making; and which is founded on the notion that there is no one correct way to approach most real problems, and that single-frame approaches can induce frame blindness. The case analysis demonstrates benefits of multi-framing using disparate frames from ORMS, the associated domain of TOC and the domain of ethics. The authors suggest benefits include building frame awareness, overcoming frame blindness, and understanding the development of multiple perspectives, including those of different constituents and stakeholders, which contribute to more robust and acceptable choices. We describe our experiences of using framing as a meta-framework for problem solving and illustrate how the approach may be used in the classroom. In doing so, we indicate how the nature and success of problem-solving interventions can be frame dependent.
... In emphasizing the victory, which is identified with the prize or reward, an external outcome becomes the symbol of success and the importance of the process is deemphasized (Boxill, 2003). In this regard, sport perpetuates physical and psychological violence by condoning and rewarding it, especially when it is associated with winning (Lumpkin, Stoll & Beller, 2003). The more professional an athlete is, the more goal-oriented s/he is. ...
... As the development of the individual (physically, socially, and psychologically) is permanent and the concept of winning is temporary, development of the individual must take precedence over winning (Lumpkin et al., 2003). ...
... The findings suggest that professional athletes tend to act in line with sportspersonship orientations and the concept of "ideal" in sports contexts. As there is a gap between the desired and actual situation, the idea "winning-at-all-costs" becomes more dominant (Lumpkin et al, 2003). When certain unfair cases in sports contexts are examined, this conflict or mismatch is more apparent. ...
The objective of this study is to identify professional futsal players' orientations on four sportspersonship definitions. Professional futsal players' orientations on sportspersonship were identified through the Multidimensional Sportspersonship Orientations Scale (MSOS), which was developed by Vallerand, Briere, Blanchard, and Provencher (1997) and adapted to Tur-kish by Sezen (2010). Research group consisted of the teams from different regions that took part in the Efes Pilsen Futsal League qualification group matches, 2009-2010 season. The scale was administered to the research group prior to the competitions by the researcher accompanied by their coaches throughout the group matches. 104 male futsal players were between the ages of 18 and 38 and their age average range was from 24 to 26. All the futsal players constituting the research group had played soccer before they started playing futsal and their average of sport-played years ranged from 8 to 10 years. When the findings obtained are scrutinized, it can be said that the levels of respect for the social conventions are high. When the statements are scrutinized one by one, however, it is seen that their behaviors vary according to their condition of victory or defeat. When the dimension of respect for the rules and officials is examined, it is a very thought-provoking result that a significant part of the research group stated that they would obey the game rules partly or very little. Whereas the orientation of the futsal players toward fulfillment of their responsibilities is high, the orientation of respect for the opponent can be viewed as low. As a result, it is necessary that the research studies concerning futsal that take place at schools with little age group be diversified. It is important that studies on raising awareness of fair play be increased. ! ! Resumen: El objetivo de este estudio es identificar las orientaciones de los jugadores de fútbol sala profesional ' en cuatro definiciones de deportividad. Las orientaciones de los jugadores de fútbol sala profesionales en deportividad fueron identificados a través de la escala de orienta-ciones de deportividad multidimensional (MSOS) , que fue desarrollado por Vallerand , Brière , Blanchard y Provencher (1997) y adaptado a Turquía por Sezen (2010). El grupo de investi-gación formado por los equipos de diferentes regiones participó en el grupo de clasificación Efes Pilsen de Fútbol Sala Liga de los partidos en la temporada 2009-2010. La escala se administró al grupo de investigación antes de las competiciones por el investigador acompañado de sus entre-nadores a lo largo de los partidos de grupo. 104 jugadores de fútbol sala masculinos estaban entre las edades de 18 y 38 y su rango promedio de edad era de 24 a 26. Todos los jugadores de fútbol sala que constituyen el grupo de investigación habían jugado al fútbol antes de empezar a jugar el fútbol sala , y su promedio de años en dicho deporte jugado oscilaba entre 8 y 10 años. Cuando los resultados obtenidos fueron examinados , se pudo decir que los niveles de respeto de las con-venciones sociales fueron altos. Sin embargo, cuando los estados son examinadas uno a uno , se pudo observar que sus comportamientos variaban de acuerdo con la victoria o la derrota. Cuando se examinó la dimensión del respeto a las normas y a los funcionarios, el resultado fue muy sug-erente ya que una parte significativa del grupo de investigación mostró que iban a obedecer las reglas del juego de forma parcial o escasa. Mientras que la orientación de los jugadores de fútbol sala hacia el cumplimiento de sus responsabilidades es alto , la orientación de respeto por el opo-nente puede ser visto como bajo. Como resultado de ello , es necesario que se diversifiquen los estudios de investigación en materia de fútbol sala que se realizan en las escuelas para los grupos de edad menores. En definitiva. es importante que se incrementen los estudios sobre la sensi-bilización del juego limpio.
... Unfortunately, the revenue generated from college sports such as Men's Basketball and Football have only increased over the years with nothing but a minimal "slap on the hand" laid down by the NCAA on cases such as academic fraud (15). It is no wonder that in today's intercollegiate athletics the rules most often broken are "those governing academic standards, recruiting, and payments to athletes (17). ...
... Literature analyzing this trend states that "athletes fail academically because they give priority to sport in their use of time and level of commitment." (17). ...
... These sports were singled out because of the published work that has repeatedly considered football and Men's Basketball as revenue collegiate sports (3, 4, 16, 18, and 21). Understanding the difficulties in time management that comes from intercollegiate athletics (17), it is fair to estimate that the limited availability for student-athletes to dedicate to their studies can have a direct effect on their grades. When this occurs, they risk failing to maintain eligible for sport participation as outlined by the NCAA (4). ...
The purpose of this paper is to provide a historical overview of academic fraud in collegiate revenue and non-revenue sports, with a focus on distinguishing whether or not revenue sport programs are more likely to be at risk for academic fraud. The hypothesis is that as nonrevenue sports at universities begin over performing thus transitioning to a revenue sport, does an increased risk of academic fraud exist amongst those involved with the university. Method. The Legislative Service Database was used to gather data on academic infractions that occurred between 2003 and 2014 on universities participating in the FBS and FCS subdivisions. Data was then matched with the U.S. Departments of Education's Equity in Athletics Data Analysis to identify the net generated revenue of the athletic department during the time of the infraction. Results show that traditional revenue sports (Men's Basketball and Football) account for 73.9% of academic fraud cases. Of the total number of athletic programs involved in academic fraud over half, 56.5% were revenue generating. This paper should be used to educate and direct future researchers and the NCAA on developing a system to identify and manage the potential risks of academic fraud by sport and university.
... Though the University of Michigan Men's Basketball team did not garnish a reputation for flagrant or technical fouls, nor cheating, the verbal chatter during competition was translated by spectators, and many of the Frontiers in Sports and Active Living NCAA board members, as verbal assault, which violated everything about sport. The antics of the Fab Five were perceived as blatant disrespect to the morals and history of sport, specifically, respect, honesty, and beneficence (28). This perception placed a divisive narrative between the youthful nature of the Fab Five, and the aggressive way they played, with what was deemed to be (historical) appropriate behavior of sportsmen. ...
... The social context for interaction is society and how society develops as a result of the interwoven patterns of interaction and action (27). (39), and interpreted as physical and psychological intimidation (28,40), the behavior of the Fab Five was categorically interpreted as incivility. Yip et al. (41) describes trash talk as incivility expressed in a competitive context in which two or more parties are vying for resources, recognition, or status. ...
Dating back to when the inventor of the game, James Naismith, developed a mentoring relationship with John McClendon one of the African American pioneers in basketball (founder of the “fast-break”), there are countless examples of these intersections. Entering the college basketball culture as the most decorated recruiting class in National Collegiate Athletic Association basketball history, the University of Michigan Fab Five's legacy catalyzes a new era of American basketball culture. Gracefully talented, the Fab Five abruptly disrupted the institution of basketball, the National Collegiate Athletic Association, and the identity of basketball athletes globally. This paper presents a sociocultural exploration of the residual impact of the Fab Five's legacy. As authentic, confident, and culturally competent, the five young men intentionally resisted and acknowledged the intersections of race, culture, and class within the college basketball culture. We critically assess the evolution of basketball culture, grounded by the sociocultural experiences of the Fab Five, imprinting upon contemporary generations of college basketball programs and their player. Through these experiences, the Fab Five's success through conflict, during their short stint in college basketball and beyond their professional careers trailblazed a path for the modern-day basketball athlete. Known for their style of play, their expression of fashion on and off the court, and eagerness to talk smack, the Fab Five backed up their talk with performance. Their performance on and off the court, revolutionized the culture of basketball; Even more, American society. The Fab Five's legacy is the cultural catalyst for basketball culture on all levels.
... According to Rest (1986), making moral decisions may involve conflict between what one values. Thus, while moral values are considered critical to moral decision making, one may also give importance to nonmoral values (see also Lumpkin et al., 1994). To clarify, nonmoral values are the relative worth given to extrinsic things such as money or winning. ...
... Put in the context of sport business, a manager or employee may be in situations in which they must choose between moral values and nonmoral values, e.g., honesty versus obtaining the nonmoral value of money and earning a profit dishonestly. This potential conflict in values demonstrates that one must engage in a moral reasoning process to uphold moral values (Lumpkin et al., 1994). ...
... Two years ago, one of our current doctoral students, after reading a series of articles on play [9][10][11] and ethics [12] wrote a reflective paper on the possibility of play for the child with disabilities; she made an argument that I found to be implausible. She stated that children with disabilities seldom get the chance to play in their school experience. ...
... Huizinga speaks of the play world as "... play casts a spell over us; it is 'enchanting', 'captivating'. It is investing with the noblest qualities we are capable of perceiving in things: rhythm and harmony" [12]. ...
The Americans with Disabilities Act prohibits discrimination against individuals with disabilities in all areas of public life. Agencies work diligently to meet the law’s demands with inclusionary practices, including public accommodations, engaging students in regular classes, offering regular activities through state and local government services. However, the practices though well-meaning often actually exclude impaired people from play. Thus, the purpose of this philosophical research paper is to educate physical activity professionals on the importance of play for people with impairments and provide skills and strategies for inclusive behavior. These skills and strategies will help professionals foster an inclusive environment that the laws expect them to uphold. The skills include but are not limited to: perspective change, assessing students’ physical capabilities, modifying activities to include all participants’ capabilities, engaging all students in inclusivity and fostering play enjoyment with participants of varying abilities, teaching confidence building skills, and educating students who do not want to be inclusive on the importance of play for everyone. Every professional should be successful at implementing an inclusive environment.
... Consalvo (2005) has highlighted the varied ethical perspectives of players on their cheating decisions, Kimppa and Bissett (2005) argue that cheating can violate a Kantian categorical imperative to maintain the integrity of the game, and there is an extensive literature on gamespersonship and the immorality of cheating in physical sports (e.g. Howe, 2004;Lumpkin, 1999;Morgan, 2007). In the social account, cheating is treated as a social learning process (Fields and Kafai, 2010), something culturally negotiated between players (Consalvo, 2007), or a process that fosters new forms of interpersonal interactions between participants (Kücklich, 2004). ...
... Borgata is clearly positioning edge sorting as a question of morality rather than strategy (cf. Consalvo, 2005;Kimppa and Bissett, 2005;Lumpkin, 1999), arguing that Ivey and Sun were morally culpable for the casino's losses, and that they were therefore cheating. By contrast, Ivey emphasizes that their actions were a matter of strategy, not morality. ...
Previous literature on cheating has focused on defining the concept, assigning responsibility to individual players, collaborative social processes, or technical faults in a game's rules. By contrast, this paper applies an actor-network perspective to understanding 'cheating' in games, and explores how the concept is rhetorically effective in sociotechnical controversies. The article identifies human and nonhuman actors whose interests and properties were translated in a case study of 'edge sorting'-identifying minor but crucial differences in tessellated patterns on the backs of playing cards, and using these to estimate their values. In the ensuing legal controversy, the defending actors-casinos-retranslated the interests of actors to position edge sorting as cheating. This allowed the casinos to emerge victorious in a legal battle over almost twenty million dollars. Analyzing this dispute shows that cheating is both sociotechnically complex as an act and an extremely powerful rhetorical tool for actors seeking to prevent changes to previously-established networks. Science and Technology Studies (STS) offers a rich toolkit for examining cheating, but in addition the cheating discourse may be valuable to STS, enlarging our repertoire of actor strategies relevant to sociotechnical disputes.
... Cheating means "breaking the rules without getting caught or noticed in order to gain an unfair advantage" (Loland, 1998). The concept of gamesmanship (the art of winning games without actually cheating), which was first used by Potter (1947), was described as "using suspicious and possible methods to reach the desired goal without being caught and pushing the limits of the rules" (Lumpkin et al., 2003). Gamesmanship involves actions such as slangy talk and/or slowing down the game to disadvantage the opponent and tactical fouls to prevent points or goals; whereas cheating includes movements such as try to get an unfair penalty and try to make a goal without showing it to the referee. ...
The aim of this study is to determine the predictive relationships between the attitudes to moral decision-making and the moral disengagement of youth student basketball players doing school sport. Participants were composed of 98 girls (%43,4) and 128 boys (%56,6) totally 223 high school student athletes who compete in the Inter-School Basketball Group Championship. Their average age was 16,16 and their average sport experience was 6,15 years. Both 2 scales used as data collection tool indicated acceptable fit to the data. Correlation analysis showed that moral disengagement was positively associated with cheating (r = 0.47) and gamesmanship (r = 0.47). Regression analyses showed that cheating, gamesmanship and keep winning in proportion (KWIP) variables explain approximately 31% of the total variance of moral disengagement in sports (R=0.554, R^2=0.307, p=0.000). In line with the evidence obtained from the research showed that cheating and gamesmanship attitudes are significant predictors of the moral disengagement but KWIP not. It can be said that student athletes who accept cheating and gamesmanship can use moral disengagement mechanisms more. In addition, there is no evidence that having positive social attitudes reduces moral disengagement in student athletes.
... Once every two weeks students attended real-time online class sessions using Blackboard Collaborate. The book used for this class was titled Sport Ethics: Applications for fair play (Lumpkin et al. 2003) with additional readings coming from Sport ethics: Concepts and cases in sport and recreation (Mallay et al. 2003). Specific topics discussed in class 1 included: 1) your values and principles, 2) application and strategy, 3) intimidation, competition, and violence, 4) eligibility and sport elimination, 5) commercialized sport, 6) racial and gender equity, 7) racial and gender equity and 8) ergogenic aids. ...
An important responsibility of coaches is teaching their athletes to make appropriate ethical decisions. One aspect of ethical decision-making involves gamesmanship. Making appropriate gamesmanship decisions is often influenced by the importance of winning. Coaches and athletes recognize what is appropriate but have a difficult time acting appropriately when winning and losing are on the line. This study used a pre-class post-class gamesmanship inventory to determine if an ethics course had an impact on the gamesmanship beliefs of graduate students enrolled in a leadership-focused master’s degree program. It was noted that a shift in gamesmanship beliefs occurred as a result of the sport ethics course. Keywords: gamesmanship, ethics, morals, coaches, education
... Once every two weeks students attended real-time online class sessions using Blackboard Collaborate. The book used for this class was titled Sport ethics: Applications for fair play (Lumpkin et al. 2003) with additional readings coming from Sport ethics: Concepts and cases in sport and recreation (Mallay et al. 2003). Specific topics discussed in class 1 included: 1) your values and principles, 2) application and strategy, 3) intimidation, competition, and violence, 4) eligibility and sport elimination, 5) commercialized sport, 6) racial and gender equity, 7) racial and gender equity and 8) ergogenic aids. ...
An important responsibility of coaches is teaching their athletes to make appropriate ethical decisions. One aspect of ethical decision-making involves gamesmanship. Making appropriate gamesmanship decisions is often influenced by the importance of winning. Coaches and athletes recognize what is appropriate but have a difficult time acting appropriately when winning and losing are on the line. This study used a pre-class post-class gamesmanship inventory to determine if an ethics course had an impact on the gamesmanship beliefs of graduate students enrolled in a leadership-focused master’s degree program. It was noted that a shift in gamesmanship beliefs occurred as a result of the sport ethics course. Keywords: gamesmanship, ethics, morals, coaches, education
... Alcanzar el grado de excelencia moral en torno a la virtud llevará de forma irremediable a transitar de un placer inmediato a un hábito o felicidad, pudiendo afirmar que la deportividad, como nuevo código moral, esboza un comportamiento en el que siempre aumenta la alegría debido al alcance de los bienes internos de la práctica (deportiva) (Keating, 1964). Para la consecución de la excelencia Lumpkin, Stoll y Beller (1994;Sebastián-Solanes, 2013) apuestan por cuatro virtudes morales de carácter interno y que sin ellas no se tendría acceso a relaciones humanas dentro de la práctica deportiva pudiendo llegar a ser muy hostiles. Estas virtudes que se presentan como principios universales, muestran directrices sobre qué acción, intención y motivaciones son aceptables y cuales son prohibidas. ...
This article is a contribution to the explanation of the hegemonic sports discourse as an external reality of politics and the State. To do so, the philosophical, ethical and historical principles are expounded, which propose the existence of internal goods in the practice of sport, enunciating sporting objectives as a political translation. Firstly, an explanation of the basic principles of Broad Internalism is given, whose task is the essential definition of sport, which is found in its exposition of moral and physical excellence in terms of Aristotelian virtuosity. Furthermore, it chooses to relate the principles of modern sportsmanship to Thomas Arnold, Aristotelian Christianity in order to establish the basis of sporting moral internal goods. Finally, the political and legal fit of sport and its connection to the approaches described above is presented.
... From these perspectives, values are essential to protect individual and social identity (30). Because historically, moral values are as old as civilization, law and states and existed through certain universal rules (29). ...
Almost every team that has been defeated in recent years has indicated football referees as the first guilty, and the public pressure on the referees managing the competitions is increasing. Despite these adverse conditions, it is considered important to determine what values the football referees have to manage the competitions. The aim of this research is to determine the value orientation of football referees. The research group consisted of 35 male football referees actively refereeing in the 2019-2020 Football Season in Turkey. Research data was obtained through semi-structured interview method. The data were evaluated by content analysis method. As a result of the research, various values were reached in social,
... Yukarıda bahsedilen tüm spor branşlarında oyun ve spor ahlâkı gibi değerler önemli olsa da yarışılan rakibi fiziksel, psikolojik ve duygusal olarak baskılamak ve spor ahlâkından uzak şekilde kazanma şansını artırmak günümüz performans sporlarının en belirgin özelliğidir (Kaya & Tuncel, 2022;Lumpkin, 2003). Oysaki performans ortaya koymak amacıyla yarışmanın olmadığı, yani eğitim, eğlenmek ve sağlık elde etmek amacıyla katılımın olduğu aktivitelerde rakibe haksız üstünlük kurma gibi ahlâk dışı kabul edilen durumlarla karşılaşılmamaktadır. ...
... Therefore, moral education must not be limited to the early years of family experience, but in reality, should continue through adulthood and should be actively taught to college aged students (Center for the 4th and 5th Rs, 2020; Lickona, 1991;Piper et al., 1993;Stoll & Beller, 1993). To be clear here, ethics is the "standard of morality that a profession should follow" (Lumpkin et al., 2003) meaning there is more to ethics than what parents teach children 3 And formal education in ethics as a professional standard care givers are those important educators (Gazzaniga, 2006). should be taught in the university professional curriculum. ...
Kinesiology is the science of human movement. Within the United States, kinesiology encompasses different sub-disciplines of human movement, e.g., exercise physiology, biomechanics, sport psychology, and philosophy, as well as, the professions of teaching, leading, and training. This paper addresses one issue, the lack of moral education in the preparation of kinesiology pre-professionals. Moral education is imperative for kinesiology students to address issues of right and wrong as well as engage in higher order reasoning however, many problems exist in applying moral education to kinesiology. First, even though 37 states have some sort of requirement that moral education is a part of the general public education curriculum, apparently, no direct teaching of moral values exists in public elementary, middle, and high schools. Students arrive at the university with no background. Second, direct teaching of moral values is nonexistent because: teachers and college instructors are not content experts in moral education, consumer-based education drives and affects students’ value of education, and the fallacious argument that ethics should only be taught to the young. Third, moral pedagogy is seldom applied. All of which directly affects kinesiology students in making decisions of right and wrong in a service profession. Therefore, the purpose of this narrative philosophical paper is twofold: to discuss the problems and dilemmas incorporating moral education in kinesiology curriculum and discuss three specific solutions, the: a) creation of moral development courses, b) use of writing intensive courses, and c) development of courses in pedagogy. A narrative philosophical approach discusses theory and supports with real life examples.
... Many articles were published in that period, as well as different (edited) books. (Lumpkin, Stoll, & Beller, 1994;McNamee & Parry, 1998;Simon, 1991;…) In the 2000s, two crucial steps in promoting and developing the ethics of sport as a separated field were conducted by two British scholars -Mike McNamee and Jim Parry. First was the initiation of the Routledge book-series 'Ethics and Sport' in 1998, with more than 30 published books until 2020. ...
In this paper, I will argue that William J. Morgan had a decisive role and influence in the shaping of contours and field divisions of the ethics of sport, which is a sub-discipline of the philosophy of sport. In the first part, I will use six Morgan’s edited anthologies in philosophy (1979, 1987, 1995) and ethics of sport (2001, 2007, 2017) to show that in them, Morgan develops and uses a fourfold division of the fields of the ethics of sport – (1) competition and fair play, (2) human enhancements, (3) gender issues, and (4) social issues. I will also argue that these four fields of Morgan’s division have become largely accepted within the discipline as a sort of standard. To provide the rationale for the claim, I will take seven different editions of the ethics of sport, which were most considered and accepted in the field (Parry & McNamee; R. Simon; J. Boxill; McNamee; Simon, Torres & Hager). I will show that in them basically the same field division has been used, while the few detected differences are just placing more emphasis on specific topics or issues from Morgan’s earlier fourfold division. Moreover, I will use different articles on the topic from sports-philosophical literature to support my claims even further. Also, I will make a claim that the origin of Morgan’s division, as well as its strength, derives from the discipline itself or the course of the development that discipline has taken from the beginning. In the end of this part, I will deal with possible anticipated objections. In the final part, I will provide a critical overview of the Morgan’s division, point out detected problems and provide possible solutions.
... Cheating means secretly breaking a rule upon which everyone has agreed [9]. Gamesmanship means going any lengths at all costs to win a competition and to try to succeed by breaking the rules [10]. Coaches play a significant part in the development of athletes' personalities [11]. ...
Background: Sports activities are performed in accordance with moral values and principles. The purpose of this research is to examine the decision-making attitudes of young sports students based on age, gender, license status, and sports branch type. Material and Methods: The "Moral Decision-Making Scale in Youth Sports" developed to evaluate the moral decision-making attitudes of young athletes was used as a data collection tool in this research. A five-point Likert scale was used to evaluate the scale items. Results: The athletes' views regarding moral decision-making attitudes were found to be for the Acceptance of Cheating dimension for the Acceptance of Gamesmanship dimension; and for the Keep Winning in Proportion dimension. It was determined that there was a significant difference in the student athletes' moral decision-making attitudes depending on gender, the type of sports played and being a certified athlete. Conclusions: Sports fields are the places where young athletes exhibit their skills and abilities in competitions. In these competitions, it should be emphasized to young athletes that respecting the values of the sport and following the rules is more important than winning and that they should stay away from negative behaviors such as cheating or gamesmanship.
... In sports, the usage of moral reasoning has been predominantly applied in the study of sports ethics (Boxill, 2003;Bredemeier, & Shields, 1994;Kretchmar, 1998;Lumpkin, Stoll, & Beller, 1999;Priest, Krause, & Beach, 1999) and moral development within athletes (Bredemeier, 1994;Bredemeier, Weiss, Shields, & Cooper, 1986;Gibbons, Ebbeck, & Weiss, 1995;Lyons & Turner, 2015;Rest & Navarez, 1994;Vila et al., 2016). Conversely, there exists very little research utilizing moral reasoning in the sport marketing and management literature. ...
Within sports, membership in a fan base often constitutes an attachment to a team and its various personnel. As part of a presumed ingroup, sports fans will go about evaluating their favorite teams and players based on several factors, such as team or athlete performance and off‑the‑field behaviors by such athletes. Although a vast set of literature within sport management has reported that fans exhibit partiality towards their favorite teams, research in social psychology and group dynamics has presented evidence to dispute this occurrence. This body of work has contended that people in a group will operate using subjective group dynamics (SGD), wherein norms and values are actively considered in group appraisal. Complementary research has offered the manifestation of a black sheep effect (BSE), or ingroup extremity, particularly when members deviate from norms or standards of the group. In a similar vein, this dissertation challenges the prevalent notion of fans’ enduring support for their favorite teams and examines numerous correlates of such behavior. Through five main studies, this dissertation investigates the impact of athlete behavior, group membership, player status, rivalry, and regret on evaluative judgments, identity threat, purchase decisions, product choices, and social media behaviors. Study 1 gauged the role of ingroup extremity when a team’s expectations, or norms of performance by an athlete, are violated, providing evidence to support ingroup derogation among fans. Expanding upon these results, Study 2 offered an assessment of the BSE in determining how fans go about supporting and derogating an ingroup or outgroup athlete based on performance, while furthering the application of these concepts to purchase decisions and social media intentions. Our second experiment offers partial support of the BSE, wherein fans exhibit a proclivity to derogate deviant ingroup and outgroup athletes to the same extent. Using a multi‑method approach integrating both quantitative and qualitative methods, our third experiment tested how rivalry and membership (i.e., player) saliency operate to amplify specific aspects of fan behavior, social media intentions, and product choices. Study 3 reveals ingroup and performance biases among fans as well as the function of team identification as a guide for team-licensed merchandise selections. Study 4 examined how evaluations of deviant performance- and moral‑related behavior by athletes can be affected by various moral reasoning strategies utilized by fans. Our fourth experiment demonstrates similar biases as established in Study 3 and also illustrates the amplified use of moral rationalization over other moral reasoning strategies. Using the findings from our first four studies as a foundation, we introduce a novel concept to the field (i.e., black sheep regret [BSR]) and complete this dissertation with a field study (Study 5A) and an experimental investigation (Study 5B). Although Study 5A did not support BSR in a naturalistic context (i.e., on social media), Study 5B provides data to verify its occurrence in fans. Ultimately, Study 5B produces rationale for the inconclusive results within social media settings, explained by a potential effect of black sheep perpetuance (BSP). Taken together, this dissertation discusses its theoretical contributions and offers pragmatic implications and future directions for sport managers and practitioners within the sport industry. Ultimately, the current composition highlights the importance of multidisciplinary approaches in exploring various components of specific group behavior in fans, as well as in the larger milieu of human behavior itself.
... Çünkü oyun içerisinde, hakemi aldatmak, faulle oyuncuyu durdurmak gibi davranışlar hiç şüphesiz ahlaki değildir (Reddiford, 1998). Sporcular, amatör ruhuyla mücadele etmeyi sevdiğinden yakalanmadığı takdir de kuralları ihlal etme eğilimi gösterebilmektedirler (Lumpkin et al., 2003). Bireylerin mücadele ve aşırı kazanma isteği, tüm kuralları yok sayarak saldırganca davranışlar sergilemesine sebep olmaktadır (Tanrıverdi, 2012;Buising, 2016). ...
In this study, it is aimed to examine the situations that determine the moral decision-making attitudes of football coaches. The phenomenological research design, one of the qualitative research methods, was used for the research. The sample of the study consists of coaches who work amateur football teams in Konya and Niğde. For the selection of the participants, the homogeneus sampling method was preferred and a focus group interview was done. Content analysis was used in the analysis of the data which was collected by using the semi-structured interview form. According to the research findings, 4 themes as "human characteristics", "life characteristics", "professional characteristics" and "sports characteristics" were determined. In the study, it was determined that football coaches behave sensitive in their moral decision-making due to their personality traits and beliefs. It has been concluded that human life involves a struggle, losing is an opportunity for learning and honorable people will take a place in public's memory. During the struggle for survival, people can also be alone with the ambition to win. In this process, the coach; Willed, respectful of the opponent, can increase your reputation as a model and leader. With the dignity that coaches have gained, they may have more lasting success. The biggest gains of trainers for athletes touch the lives of athletes by making the value of losing felt. Although football inherently includes winning and losing, coaches want to win justly at the expense of losing. Due to the fact that football is a professional sport, it has been observed that the situations such as playing illegal players in order to win, making opponent red carded by provoking them and decreasing the tempo of the game are also experienced in football fields. In line with these results; In addition to the performance-oriented approach in the training process of the trainers, it may be suggested to observe humanitarian approaches, to protect the amateur sports spirit by getting professional support from the experts in the coaching process, and to emphasize the human-professional characteristics of the trainers on all social platforms.
Öz: Bu araştırmada, futbol antrenörlerinin ahlaki karar alma tutumlarını belirleyen durumların incelenmesi amaçlanmıştır. Araştırma için nitel araştırma yöntemlerinden fenomonolojik araştırma deseni kullanılmıştır. Araştırmanın örneklemini Konya ve Niğde’de amatör futbol takımı çalıştıran antrenörler oluşturmuştur. Katılımcıların seçiminde benzeşik örnekleme yöntemi tercih edilmiş ve odak grup görüşmesi yapılmıştır. Yarı yapılandırılmış görüşme formu kullanılarak toplanan verilerin analizinde içerik analizi kullanılmıştır. Araştırma bulgularına göre “insani özellikler”, “yaşam özellikleri”, “mesleki özellikler” ve “sporun özellikleri” olarak 4 tema belirlenmiştir. Çalışmada futbol antrenörlerinin, ahlaki karar almalarının kişilik özellikleri ve inançları gereği hassas davrandıkları tespit edilmiştir. İnsan yaşamının mücadele içerdiği, kaybetmenin öğrenme için fırsat olduğu, onurlu insanların toplum hafızasında yer edineceği sonucuna ulaşılmıştır. Yaşam mücadelesi sürecinde insanlar kazanma hırsına kapılıp yalnız da kalabilmektedir. Bu süreçte antrenör; iradeli, rakibe saygılı, model ve lider olarak saygınlığını artırabilir. Antrenörlerin kazanmış olduğu saygınlıkla birlikte daha kalıcı başarıları olabilir. Antrenörlerin sporculara yönelik en büyük kazançları, kaybetmenin değerinin hissettirerek, sporcuların yaşamlarına dokunmaktadır. Futbol doğası gereği kazanma ve kaybetmeyi içermesine karşın antrenörler, kaybetmek pahasına haklı kazanmayı istemektedirler. Futbolun profesyonel olması nedeniyle, kazanmak adına kaçak oyuncu oynatma, rakibi tahrik ederek kart gördürme ve oyunun temposunu düşürme gibi durumların futbol sahalarında yaşandığı görülmüştür. Bu sonuçlar doğrultusunda; antrenörlerin yetiştirilme sürecinde performans odaklı yaklaşımın yanında insani yaklaşımların gözetilmesi, antrenörlük sürecinde uzmanlardan profesyonel destek alınarak
amatör spor ruhunun korunması ve tüm sosyal platformlar üzerinde antrenörlerin insani-mesleki özelliklerinin vurgulanması önerilebilir.
Anahtar Kelimeler: Beden eğitimi ve spor, Adil oyun, ahlaki karar, amatör futbol, antrenörlük mesleği, futbol antrenörü
... According to Lumpkin et al (2003) moral reasoning is the systematic process of evaluating personal virtues and developing a consistent and fair set of moral principles by which to live. ...
Arguably, one of the major achievements in post-genocide against Tutsi was triumph of unity and reconciliation and democracy over the unjust and unequal past legislation. Since then schools are some of the institutions that unity and reconciliation ideals into their policies, curriculum and other aspects of school life. The post-genocide against Tutsi education policy was formulated with direct links to the Constitution of the Republic. Education is a key sector because it can help the country to develop in Rwandese citizen autonomy of thought, patriotic spirit, a sense of civic pride, a love for work well-done and global awareness. To reverse the dangerous education system of the colonial legacy and instrument of divisionism with independence first (1962-1973) and second (1973-1994) republic, education is tasked as an instrument that should transform the Rwandan citizen into skilled human capacity for social economic development of the country, promoting science and technology, critical thinking and positive values. Yet, there are paradoxes in character education prevention and this article explores some of them.
... Many studies, [30][31][32][33] have focused on the ability of sport to contribute to the common good, through health, ethics, and fair play. Some scholars [34,35] have looked at the contribution of sport to the common good and considered how it unites people from all backgrounds and helps the world to avoid conflicts. ...
All sports have their roots and connection in some way to the Olympic spirit, and therefore fall within the vision and mission of the Olympic Committee, which has a central aim of "building a better world". This is a fundamental value of the Olympics and sustainability is a "working principle" of this. This research analyses the performance of professional European football teams that are publicly listed on stock markets, analysing their income statements and factoring in how the value-added perspective is impacting professional sport. The methodology we use considers the sustainable contribution of the distribution of added value. The Value-Added Statement is considered as a part of broader Corporate Social Responsibility (CSR), which can be traced back as a concept to the late 1970s. It is still in widespread use and is regarded as being both a credible and a tested measure. In this paper, the authors apply a slightly modified and simplified version of this value-added approach to all publicly listed European football clubs and use these as a proxy for wider professional sport. This research demonstrates that, although most professional sports clubs are profit-oriented, the distribution of wealth generated by the added value is unbalanced. In most cases, at least in financial terms, the data shows shareholders are the most disadvantaged, whereas athletes are the most rewarded.
... From a gamesmanship perspective, rule violations occur when there is more emphasis on winning rather than performing at the highest level [10]. A dispositional framework suggests that individuals have differing levels of moral reasoning and therefore some individuals engage in rule violations while others do not [11,12]. Researchers have extended the organizational justice framework to examine rule violations in college athletics, specifically the role of distributive, interactive, and retributive justice [13]. ...
... Following such behaviour, they may even resort to telling lies if this means not being caught. Such unethical behaviour is quite common among athletes whose sole aim is to win (Lumpkin, Stoll & Beller, 2003). ...
The aim of this study was to examine the sportsmanship orientations possessed by university students who were receiving training in the field of sports education with regard to certain variables. The study was designed in the survey model. The “Sportsmanship Orientation Scale” was applied to a total of 566 students, selected with the random sampling method, studying at Balıkesir University. The research findings revealed that the mean sportsmanship orientation level of the participants was 3.45±0.63. A significant difference in favour of female participants was observed for the scale as a whole and in the subdimensions. With regard to the variable of department attended, it was determined that students studying in the sport management department had higher levels of sportsmanship. According to the class level variable, it was determined that students in the third grade had the lowest levels of sportsmanship orientations. In the “respect for opponents” subdimension, it was determined that participants who played team sports had higher levels of sportsmanship orientations. In conclusion, with the aim of increasing sportsmanship orientation levels of university students receiving training in the field of sports sciences, it is recommended that more attention should be given to the subjects of sports ethics and values education in course curricula.
... Cheating means is to break the rules and not get caught, to get an unfair advantage [11]. Competitiveness is defined as in to use the suspicious and possible methods without being caught and to push the limits of the rules in order to reach the desired goal [12]. ...
Purpose: The aim of this study is to investigate the prosocial and antisocial behaviors of young athletes in terms of their moral decision making attitudes. Material: The study group consists of male athletes, aged among 13-17, who are licensed in the infrastructure of amateur and professional sports clubs in Trabzon/Turkey. "Attitudes to Moral Decision-making in Youth Sports Questionnaire (AMDYSQ)” and “Prosocial and Antisocial Behavior in Sports Scale (PABSS)” was used as a data collection tool. Descriptive statistics, MANOVA, and correlation were used to analyze the data. Results: As a result of the study, while the athletes' prosocial and antisocial behaviors do not show a significant difference according to the sporting year variable, the moral decision-making attitudes of the athletes show a significant difference according to the sporting year variable. In addition, as a result of the correlation analysis, it was observed that there were low and medium positive and negative relations between the sub-factors of the prosocial and antisocial behavior and the moral decision-making attitudes of young athletes.Conclusions: The present study indicated that good moral attitudes positively contributed to prosocial and antisocial behaviors during the competition.
... Rather, they use the laws to violate the spirit of the game and their opponents in order to gain some advantage over the opponent. Lumpkin, Stoll, and Beller (1994) defined gamesmanship in terms of "pushing the rules to the limit without getting caught, using whatever dubious methods possible to achieve the desired end" (p. 92). ...
This paper extends the discussion by Shigeno and colleagues (2019, The Coach’s Role in Creating Moral Group Norms in Youth Sports. International Sport Coaching Journal), who emphasized the importance of coaches’ understanding of athletes’ character and of teaching character in sport. The purpose of the present paper is to (a) provide a discussion of how character in sport can be defined and conceptualized from a multidimensional perspective and (b) to present a valid and practical tool for measuring multidimensional character in sport. The instrument can be used by coaches to assess athletes’ character in order to help them develop core values and standards of acceptable behaviors as well as ethical and morally responsible behaviors on and off the field. Further considerations and future directions related to examining athletes’ character in sports are discussed.
... Sports provides the learning of universal values during the competition (Simon, 2003). The values supported through sports are honesty, justice, responsibility and helpfulness (Lumpkin et al., 2003), self-discipline, emotion control, teamwork, self-esteem, entertainment, non-discrimination, inclusion (Demirhan, 2014), cooperation, for a common purpose, to strive for success, to apologize for misbehaving, to show patience, to be tolerant, to respect, to appreciate, to thank, courage, friendship, cleaning etc. (Ozturk Kuter & Kuter, 2012). However, elite sportsmen do not abstain from cheating and cunning to win (Weinberg & Gould, 2015). ...
The purpose of this research is to examine the opinions of bodybuilding sportsmen regarding the use of doping by comparing them with the sportsmen values dimension. The research was carried out with qualitative research pattern, and interview method was used. The study group was consisted of 2 women, 10 men in total of 12 national sportsmen in bodybuilding branch from Turkey. The data were obtained through face to face interviews with bodybuilding sportsmen using the interview form. Then, the data were analyzed through content analysis method. As a result, it was determined that success without doping is difficult in bodybuilding sport, and almost all of the sportsmen use doping in this sports branch, yet doping causes health problems and unfair competition. © 2019 Eurasian Society of Educational Research. All rights reserved.
... Winning by sending the opponent off at all costs by thinking of various tricks expresses the behavior that takes place against the spirit of fair play. The thought of absolute winning in sports may result in the accepting and rewarding the violence against the opponent and moral deterioration (Lumpkin et al., 2003;Sezen-Balçıkanlı, 2017); (Sezen-Balçıkanlı, 2017). ...
... Aldatma eğer yakalanırsan aldatma olarak görülmekte dolayısıyla yakalanmamaya özen gösterilmektedir. Yalan söylememe, aldatmama, çalmama sporun gerçek dünyasında zordur ve sporun gerçek dünyasında "kazanmak" esastır (Lumpkin, Stoll, Beller 2003 MSOS'un alt boyutlarından olan "Sosyal Normlara Uyum" alt boyutundaki ifadeler incelendiğinde; maçı kaybettiğinde bile rakibini tebrik edeceğini belirten kadın futbolcular grubun %44.2'sini oluştururken, bu oran ifadenin kendisini "kısmen" tanımladığını belirtenlerde %21.6, "oldukça" tanımladığını belirtenlerde %24.7'dir. İfadenin genel ortalaması ise kadın futbolcuları "oldukça" tanımladığı yönündedir ( ̅=4.01). ...
... It was expected that most Czech basketball coaches do not lead from a set of predetermined values. However the values stated, whether true guiding values, or only lightly held ideals, flow from a cultural and historical framework from which the coach defines success (Callary, Werthner, & Trudel, 2013;Camiré, Trudel, & Forneris, 2014;Hassanin & Light, 2014;Kretchmar, 1994;Lumpkin, Stoll, & Beller, 2002). These values need to be evaluated from a developmental perspective as well as from a management perspective. ...
... Parents believe there is no other option, in order to keep their children from falling behind, as they fear there is no catching up (Benson & Strand, 2014;Smith, 2017). Expenses are becoming greater for parents, as is the time commitment necessary to meet all of the expectations required to help their child become an elite level athlete (Lumpkin, Stoll, & Beller, 2003). Unfortunately, many parents do not understand the potential risk they are exposing their children to at such an early age. ...
The pressure of being successful in youth sports has increased dramatically across the United States. Parents are investing thousands of dollars each year to ensure their children have the best opportunity to be successful now, and in the future. They are also steering their children toward a single sport. Specialization for young, developing athletes can have serious effects that may deter them from continuing to pursue athletics. Burn out, overuse injuries, and missing the opportunity to find something they are truly passionate about can potentially lead to the end, of what could have been a very promising career for a young athlete. This article examines the differing theories of early sport specialization and early sport diversification in youth sports along with three common concerns related to early sport specialization.
... Participants also identified the importance of a sport's culture of integrity and culture of excellence in naturally protecting it from betting-motivated corruption, which is influenced by personal and environmental factors. Personal factors across all sports were reported as "personal beliefs" and "own morals", which is consistent with existing literature around the principles of sport integrity-in particular, ethics ( Lumpkin et al., 2002). An individual's ethics encourage moral behaviour, as well as their underlying motivations to participate in sport. ...
The purpose of this study is to gain a deeper understanding of betting-motivated corruption in Australian sport by exploring key stakeholders' perceptions. More specifically, it aims to discover the nature and perceived risks of betting-motivated corruption from the experiences of those within sporting organisations, and the effectiveness of anti-corruption strategies currently in place within Australian sport. Through a qualitative case study approach of three sites (sports) in Australia-rugby league, swimming and water polo-insight into the perspectives of 22 participants, namely athletes and non-athletes (coaches, support staff, administrators and referees) was gained through semi-structured interviews. Using the thematic analysis technique, patterns of themes were identified across the interview transcripts. The findings indicate that athletes and non-athletes view betting-motivated corruption and the involvement of transnational organised crime as non-existent within their sport. There were also mixed perceptions surrounding the effectiveness of current anti-corruption strategies in each sport. The paper provides a platform for future research and highlights the need for improvement in the anti-corruption strategies in place to prevent the threat of betting-motivated corruption on the integrity of Australian sport.
Seorang atlet memiliki sistem adaptasi tubuh terhadap setiap exercise yang dilakukan dalam menekuni bidang tertentu. Pada saat manusia memfokuskan diri dalam melatih salah satu otot tertentu atau dalam cabang olahraga tertentu maka organ tubuh yang berfungsi serta berkaitan dengan otot maupun cabang olahraga tersebut akan mengalami perubahan baik secara anatomi maupun fungsi. Fisiologi olahraga merupakan cabang ilmu fisiologi yang mempelajari perubahan fisiologis terkait anatomi tubuh pada saat seseorang berolahraga. Ilmu fisiologi sendiri tidak dapat dipisahkan dari anatomi, dikarenakan fisiologi dapat dipengaruhi oleh anatomi maupun sebaliknya.
Tujuan dipelajarinya anatomi dan fisiologi olahraga adalah untuk mengetahui perubahan yang terjadi di tubuh, sehingga dapat dilakukan perencanaan program olahraga untuk mendapatkan perubahan optimal sesuai dengan yang diharapkan. Kesehatan olahraga pada pada prinsipnya bertujuan untuk mengkaji hubungan timbal balik antara kesehatan dan olahraga. Sasarannya adalah bagaimana kesehatan dapat mendukung suatu proses olahraga guna menghindari cedera dalam berolahraga, dan bagaimana olahraga dapat meningkatkan kualitas hidup kesehatan seseorang.
Bu nitel araştırmanın temel amacı, beden eğitimi ve spor öğretmenlerinin okullarda rehberlik hizmetine katkılarını okul psikolojik danışmanlarının ortak deneyimlerinden hareketle ayrıntılı olarak incelemektir. Beden eğitimi ve spor dersi öğretmenleri ile beden eğitimi dersinin rehberlik servisine katkılarını belirlemek için nitel araştırma yöntemlerinden fenomenolojik araştırma deseni kullanılmıştır. Amaçlı örnekleme yöntemi ile Türkiye'nin 7 farklı bölgesinde ve 14 farklı şehrinde görev yapan 14 psikolojik danışman ile görüşülmüştür. Yapılan tematik analiz sonucunda beden eğitimi ve spor dersi öğretmenlerinin rehberlik hizmetine katkılarını tanımlayan dört ana tema ortaya çıkmıştır: 'Beden Eğitimi Öğretmenlerinin İletişim Gücü', 'Beden Eğitimi Dersinin Yapısı', 'Değer Aktarımı', 'Problemli Öğrenciler'. Sonuç olarak beden eğitimi dersi ve beden eğitimi öğretmenlerinin rehberlik servisine katkı sağladığı ve rehberlik servisi ile uyumlu çalıştığı sonucuna ulaşılmıştır.
Çalışmanın amacı farklı lig seviyelerindeki profesyonel kadın basketbolcularda, karakterin taktiksel beceri düzeylerine etkisinin incelenmesidir. Nicel araştırma yöntemlerinden ilişkisel tarama modeli ile tasarlanmıştır. Çalışmada 2021-2022 basketbol sezonunda aktif spor hayatına devam eden kadın basketbolcular katılmıştır. Çalışmaya katılan farklı lig seviyelerindeki Kadın basketbolcularda veriler, Google Form ve yüz yüze görüşme yöntemiyle toplanmıştır. Katılımcılardan araştırmacı tarafından geliştirilen, demografik bilgi formu, Elferink-Gemser ve ark.(2004) tarafından geliştirilen ve Türkçeye uyarlaması Yarayan ve ark. (2019) tarafında yapılan sporda taktiksel beceriler envanteri ve Jang (2013) tarafından geliştirilen Türkçe’ ye uyarlaması Görgüt & Tuncel (2017) tarafından yapılan sporda karakter ölçekleri kullanılmıştır. Çalışmada lig düzeyinin taktiksel beceri düzeylerini etkilediği sonucuna varılmıştır (p
The purpose of this research is to improve a scale for determining the physical education and sports course value levels of high school students. For this purpose, at first the literature was searched, and then, questionnaires and scales about value were studied. After that, face-to-face interviews were had with 3 faculty members, 6 physical education teachers and 30 high school students with the "semi-structured interview form" prepared by the researchers about what the Physical Education and Sport course values that high school students should have. As a result of the interviews, the scale draft form was shown to the expert opinions. As a result of the feedbacks, the content validity was stated and it was decided to exclude the value items below 80 from the study. The data obtained by applying the draft form to the students studying in 7 different regions of Turkey, were analyzed. As a result of the Explanatory Factor Analysis, a structure consisting of 5 dimensions and a total of 28 items has been reached: "Success", "Respect", "National culture and togetherness", "Sportsmanship" and "Sports culture". It was determined that the total variance rate of 28 items in the scale was found to be 49.17%. According to the results of the Confirmatory Factor Analysis, ıt ıs stated that the model has good fit index values [χ2/sd (2.57), GFI (0.93), CFI (0.92), AGFI (0.92), NFI (0.89), IFI (0.91), RMSEA (.044)]. Finally, it has been concluded that it can be used as a reliable and valid measurement tool in determining the value levels of high school students for physical education and sports lessons.
Bu araştırmanın amacı, çeşitli spor branşında görev yapan ve farklı antrenörlük kademe yeterliliğine sahip antrenörlerin ahlaki ve kültürel değerlerinin sporcular üzerinde etkisini araştırmaktır. Araştırma nitel olarak bir araştırma olarak tasarlanmış olup, görüşme yöntemi ile gerçekleşmiştir. Araştırma grubunu olasılıksız örnekleme stratejilerinden biri olan, amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi ile belirlenen 30 antrenör oluşturmaktadır. Araştırma verileri, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu yoluyla toplanmıştır. Araştırmada veriler içerik analizi yöntemi ile değerlendirilmiştir. Araştırma sonucunda antrenörlerin ahlaki ve kültürel değerlerinin sporcular üzerinde; kişilik ve karakter gelişimini sağlama, disiplin bilincini kazandırma, özgüven duygusunu oluşturma ve gelişimini sağlama, liderlik vasfını kazandırma, idol bir kişilik yapısına ulaşmayı sağlama (Tema 1: Kişisel Değer Gelişimi), ahlaki ve kültürel değer gelişimini sağlama, dürüstlük değerini içselleştirme, saygı değerini oluşturma ve geliştirme, kurallara uyma davranışının önemsenmesine yardımcı olma, sorumluluk bilincini kazandırma, teslimiyet duygusunu yaşatma (Tema 2: Ahlaki ve Kültürel Değer Gelişimi), bireylerarası iletişimi geliştirme, olumsuz tutumları olumluya çevirme, empatik düşünme becerisi kazandırma (Tema 3: Sosyal Gelişim), davranışsal tepkilerin taklit edilmesine neden olma, kıyafet seçimi tercihini belirleme (Tema 4: Rol Model Etkisi), antrenörlerin ahlaki ve kültürel değerleri önemsememesi, hırçın ve şiddet eğilimine sahip sporcuların yetişmesine neden olma, ahlaki ve kültürel değerlerden uzaklaştırma (Tema 5: Eleştirel Bakış) biçiminde etkilere sahip olduğu, ayrıca araştırmaya katılan antrenörlerin de değerler konusunda olumsuz durumlar oluşmaması adına; antrenörlerin mesleki etik ve kültürel değerleri içselleştirmeleri ve değerlerin maddi kazançlar gibi önemli algılanması (Tema 6: Öneri) biçiminde öneride bulundukları tespit edilmiştir.
The aim of the study is to examine the role of sport in moral decision making. The universe of the study consists of 410, sample consists of 200 athletes. The study used the scale “Development of the Attitudes to Moral Decision-making in Youth Sport Questionnaire” developed by Lee et al. Frequency, min-max values and one-way Anova test were used in the analysis of the data. Athletes had the highest mean value in the acceptance of cheating sub-dimension and the lowest value in the acceptance of gambling sub-dimension. It was found that athletes in the 11–12 and 13–14 age groups continued to gain proportionately. It has been determined that moral decision-making attitudes differ according to sports branch.
[FR] Cette thèse s’intéresse aux violences et incivilités commises par les sportifs professionnels. La problématique est d’évaluer l’effectivité de la régulation de ces atteintes à l’éthique sportive (AES) dans le sport professionnel. Dans ce cadre, l’analyse repose sur une méthode mixte appliquée au cas du football professionnel français de 2007 à 2017. L’approche qualitative a conduit à une redéfinition de l’éthique sportive appliquée au sport professionnel en s’appuyant sur la grille d’analyse de Mercier (2014). L’approche quantitative a quant à elle permis, d’une part, de mesurer l’occurrence des comportements violents et incivils commis par les joueurs à partir des sanctions émises par les instances et, d’autre part, d’évaluer l’effectivité des sanctions ainsi que le rôle des instances opérant dans ce système de régulation disciplinaire. Ainsi, nos résultats montrent une évolution très relative des comportements violents et incivils commis par les joueurs contrastant avec certains « bavardages sportifs » (Eco, 1985) argumentant dans le sens d’une augmentation de ces derniers. Néanmoins, ils permettent de mettre en exergue des profils de clubs, notamment par un lien observé entre violences et incivilités commises par leur joueur. De plus, nos résultats révèlent un décalage palpable entre les possibilités punitives des règlements à disposition des instances et leur application réelle, en particulier dans le cas des violences. Dans ce cadre, l’absence d’objectifs clairs des instances dans leur mission de régulation engendre une certaine opacité dans les lectures de sa politique en matière de contrôle et de sanctions disciplinaires au regard de comportements pourtant désignés comme des remises en cause de l’éthique sportive.
[EN] This thesis focuses on violence and incivilities committed by professional athletes. The issue is to evaluate the effectiveness of the regulation of these attacks on sporting ethics (ASEs) in professional sport. In this context, the analysis is based on a mixed method applied to the case of French professional football from 2007 to 2017. The qualitative approach is based on Mercier's (2014) analysis grid and led to a redefinition of sport ethics applied to professional sport. The quantitative approach has firstly allowed us to measure the occurrence of violent and uncivil behaviour committed by players on the basis of the sanctions issued by the authorities and, secondly, to evaluate the effectiveness of the sanctions as well as the role of the authorities operating in this disciplinary regulation system. Thus, our results show a very relative evolution of players’ violence and incivilities, contrasting with certain "sports chatter" (Eco, 1985) arguing in the direction of an increase of these behaviours. Nevertheless, our results allow us to highlight some clubs’ profiles, in particular through the link observed between violence and incivilities committed by their players. Moreover, our results reveal an apparent gap between the punitive possibilities of the rules available to the authorities and their actual application, particularly in the case of violence. In this context, the lack of clear objectives from the authorities in their regulatory mission leads to a certain opacity in the interpretation of their policy in terms of control and disciplinary sanctions whereas these behaviours are designated as challenges to sporting ethics.
Bu çalışmada antrenörlerin antrenörlük meslek etiği ele alınmıştır. Araştırmada nicel yöntem kullanılmıştır. Araştırma tarama modelindedir. Araştırmanın evreni, antrenörlük belgesine sahip kişiler ile bu branşlarda lisanslı sporculardan oluşmuştur. Örneklem ise, 391 antrenör ve 411 sporcudan oluşmuştur. Veri toplama aracı olarak Kayır ve Özbek (2019) tarafından geliştirilen Antrenörlerin Meslek Etiği Davranışları Ölçeği kullanılmıştır. Verilerin çarpıklık ve basıklık değerlerine bakılmıştır. Verilerin normal dağılmadığı görülmüş ve bu nedenle non-parametrik testler kullanılmıştır. İkili gruplar için Mann Whitney U testi, ikiden fazla gruplar için Kruskall-Wallis testi kullanılmıştır. Araştırma sonuçlarına göre, antrenör ve sporcular, antrenörlerin meslek etiğine uygun davranışlar gösterme konusunda farklı düşünmektedirler. Spor yaşı büyük ve eğitim düzeyi daha yüksek olan sporcular, spor yaşı küçük olan ve eğitim düzeyi daha az sporculara göre, antrenörlerin meslek etiğine daha az uyduklarını belirtmiştir. Kadın antrenörler, erkek antrenörlere göre meslek etiğine daha çok uyduklarını belirtmiştir.
La realidad cotidiana que se observa en diversas partes del mundo, y particular-mente en México, es la de un creciente malestar de las personas. Protestas y movilizaciones de hombres y mujeres comunes, por los más diversos motivos, pueblan los espacios informativos de todo tipo. Con independencia de las formas concretas en las que este malestar se expresa en contextos socioeconómicos par-ticulares, es indudable que las personas están reaccionando a los efectos de las políticas neoliberales: la creciente pobreza, la precarización del trabajo, la dificul-tad para acceder a servicios de salud y la creciente privatización de la educación generan la sensación de que toda posibilidad de futuro está cancelada. Sin embargo, frente a un orden social que amenaza con la catástrofe en caso de seguir por el camino actual, los rechazos y las búsquedas de alternativas se mul-tiplican y diversifican. No se limitan a las grandes expresiones de protesta que muestran los medios de comunicación, con sus dosis de violencia y destrucción. En cambio, recorren los más diversos ámbitos de la vida social. En esta tónica, se ofrece aquí un conjunto de trabajos que indagan en los más diversos ámbitos en busca de esas expresiones de rechazo: van desde la crítica epistemológica a los fundamentos del orden social vigente, hasta experiencias que buscan construir modos de relación más allá de ese orden. No falta, por supuesto, la crítica de las estrategias gubernamentales que intentan continuar por la ruta del progreso ca-pitalista.
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Bu çalışmanın amacı, Aydın İli Futbol Hakemlerinin cinsiyetlerine yaşlarına ve klasmanlarına göre spor ahlakı tutumlarını incelenmesidir. Çalışma grubunu Aydın ilinde aktif Futbol hakemliği yapan 150 Futbol hakemi (10 kadın ve 140 erkek; 18-20 yaş aralığında 18 kişi, 21-23 yaş aralığında 39 kişi, 24-26 yaş aralığında 34 kişi, 27-29 yaş aralığında 32 kişi, 30 yaş ve üstü 27 kişi) oluşturmaktadır. Veri toplama aracı olarak “Altyapı Sporlarında Ahlaki Karar Alma Tutumları Ölçeği” kullanılmıştır. AMDYSQ’nun Cronbach Alpha katsayısı 0,771 olarak bulunmuştur. Cinsiyet ve klasman düzeyi incelendiğinde kadın ve erkek hakemler arasında anlamlı bir fark bulunmazken (p>0.05), yaşa göre incelendiğinde anlamlı farklılıklar olduğu tespit edilmiştir (p
Bu araştırmanın amacı, sporcuların ahlaktan uzaklaşmaları ile algıladıkları güdüsel iklim arasındaki ilişkiyi belirlemek ve sporcuların ahlaktan uzaklaşmalarının önem verdikleri özelliklere göre (kazanma, kişisel gelişim ve eğlence) farklılık gösterip göstermediğinin ortaya koymaktır. Üç yüz otuz beş sporcu gönüllü olarak "Sporda Algılanan Motivasyonel İklim Ölçeği" ve "Sporda Ahlaktan Uzaklaşma Ölçeği" kısa formunu doldurmuşlardır. Elde edilen veriler, tanımlayıcı istatistikler; Pearson korelasyon analizi, çoklu regresyon analizi (enter metodu) ve tek yönlü ANOVA kullanılarak SPSS 17.0 programı ile analiz edilmiştir. Korelasyon analizi sonucuna göre ahlaktan uzaklaşmanın algılanan ustalık iklimi (r =-.11) ve performans iklimi (r = .37) ile anlamlı şekilde ilişkili olduğu belirlenmiştir. Çoklu regresyon analizi sonucuna göre, performans iklimi (β = .223, p <.001) ahlaktan uzaklaşmanın anlamlı bir belirleyicisidir [R2 = .06, F (2,332) = 10.875, p <.001]. Son olarak sporcuların önem verdikleri özelliklere göre ahlaktan uzaklaşma puanlarında anlamlı bir farklılık tespit edilmiştir [F (2,332) = 7,200, p <0,001]. Kazanmayı en önem verdiği özellik olarak belirten sporcuların ahlaktan uzaklaşma puanlarının, en önem verdiği özelliğin kişisel gelişim ve eğlenme olan sporculara göre anlamlı derecede yüksek olduğu belirlenmiştir. Sonuç olarak performans ve ustalık ikliminin ahlaktan uzaklaşma ile anlamlı derecede ilişkili olduğu belirlenirken, yalnızca performans ikliminin ahlaktan uzaklaşmaya anlamlı katkı sağladığı tespit edilmiştir. Ayrıca sporcuların ahlaktan uzaklaşmalarının en çok önem verdikleri özelliklere göre anlamlı ölçüde farklılık gösterdiği bulunmuştur. Anahtar kelimeler: Sporda ahlaktan uzaklaşma, ustalık iklimi, performans iklimi, hedef. *******************************
The aim of this research was to investigate the relationship between athletes’ moral disengagement and their perception of motivational climate and to reveal whether athletes’ moral disengagement differ according to their most valued goals in sport (winning, personal development and having fun). For this purpose, three hundred and thirty-five athletes voluntarily completed Perceived Motivational Climate in Sport Questionnaire and Moral Disengagement in Sport Scale (Short). The data was analysed by SPSS version 17 using descriptive statistics, Pearson’s correlation analysis, multiple regression analysis with enter method and one-way ANOVA. Correlation analysis showed that moral disengagement was significantly correlated with athletes’ perception of mastery (r=-.11) and performance climates (r=.37). Multiple regression analysis revealed that performance climate (β= .223, p < .001) was a significant predictor of moral disengagement, R2=.06, F (2,332) = 10.875, p < .001. Lastly, it was found that there was a significant difference in moral disengagement of athletes with regard to their valued goals, F (2,332) = 7.200, p < .001. Athletes who indicated winning as their most valued goal had significantly higher moral disengagement scores compared to the athletes whose most valued goals were personal development and having fun. To summarize, while ego and mastery climates significantly correlated with moral disengagement, only performance climate contributed to it. Also, it was found that athletes’ moral disengagement significantly differed according to their valued goals.
In 2008, former President of the National Collegiate Athletic Association, Myles Brand expressed serious concern about college sport spectator aggression. More specifically, Brand asserted that many sport administrators may be “looking the other way” when confronted by spectator aggression. As a result, the following study was conducted to assess university athletic directors’ attitudes toward various form of spectator aggression using the Sport Spectator Attitude Scale (SSAS). Overall, results showed that athletic directors were unsupportive of spectator aggression. However, there were a couple of exceptions based on responses to items #2 and #7. These particular responses suggest that some, if not many athletic directors, may need to increase their understanding and valuing of sportsmanship and ethical behavior. Additional implications from the results are discussed.
During the 2004-2005 school year, there were 7,018,709 girls and boys participating in high school athletics across the United States (National Federation of State High School Associations, 2005) and 389,556 athletes participating in all three divisions of collegiate athletics (Vicente, 2006). While there has been an increase in participation opportunities at the high school level, the playing field is still not equal for everyone in high school athletics when it comes to being recruited to play at the next level - college. As a result of limited participation opportunities at the collegiate level, most of the individuals who compete in high school athletics will not continue to play varsity sport in college.
The purpose of this study was to examine the Division I intercollegiate athletic recruiting process through a grounded theory approach. Further, access to collegiate sport and the culture that exists around recruiting was also investigated. Through interviews with 25 head and assistant coaches, insight was acquired into what these coaches believed about various aspects of the recruitment process. Coaches were chosen for participation through a purposive sample. These coaches were identified as successful, winning coaches by their records in their conference or on that national scene. Further, the coaches in this study were also chosen to allow for maximum variation (Patton, 2002) along the dimensions of sport, athletes’ gender, revenue or non-revenue generating, collegiate athletic conference, and nature of pre-college sport affiliation (e.g., primarily high school, private youth leagues, AAU, etc.).
In the interviews, the coaches discussed everything from where they go to identify athletes, how they recruit, what they think about the rules involved in the recruitment process to how differences in race, gender, and socioeconomic status affect the recruitment process. The interviews were analyzed in accordance with Patton’s (1990) strategies for data analysis. The transcripts were analyzed via a content and inductive analysis. Themes emerged from the data and the participants’ perceptions and beliefs were categorized into three themes: the recruiting process, ethics and rules, and sociocultural issues and access. There were also a wide variety of subthemes within each theme.
While the perceptions and experiences surrounding the recruitment process varied, it was clear that the coaches truly enjoyed recruiting athletes and understood the importance of recruiting superior athletes to their program. However, issues of early recruiting, rule breaking, and negative recruiting also arose out of this study. These are all incredibly important issues that will hopefully be examined by the NCAA, so athletes can have a positive recruiting experience and make choices based upon facts and not misinformation. However, additional research is also needed to examine the dangers of early recruitment, recruiting based on ideologies, and negative recruiting.
ResearchGate has not been able to resolve any references for this publication.