issues that were discussed in depth in the majority of interviews. We identified three main themes related to CASRs that we understand as representing different moral codes, or “ethics,” that could be activated in the interview setting for the purpose of making sense of CASRs. Analysis We have labeled
Kari Stefansen, Gerd Marie Solstad, Åse Strandbu and Maria Hansen
Lynley Ingerson and Michael L. Naraine
main integrity and culture issues are at Cricket Australia and prioritize them in order of critical to minor importance. Afterwards, the Integrity Manager’s job is to then undertake a culture audit and analyze the organization, its ethics, power structures, and other practices which will be the
Molly Yanity and Aimee C. Edmondson
Coverage of the recruitment of high school athletes has exploded in the last decade as the advent of the Internet turned a once-obscure type of coverage into a multimillion-dollar industry. The demand for information about college football recruits has led to new ethical challenges for Web-based publications. This survey of sport media identifies some of the ethical challenges associated with such coverage and proposes a code of ethics for Web-based media outlets. Media covering high school recruiting can use these guidelines to gain and maintain credibility, to uphold a high level of ethics, and to avoid restrictions or rules mandated by an outside source in a specialized beat where high school students are the primary subjects.
Jim Denison, Richard Pringle, Tania Cassidy and Paul Hessian
Progress and improvement in sport is often the result of some type of change. However, change for change sake is not always beneficial. Therefore, to be an effective ‘change agent’ a coach must be able to problematize his or her actions and assess why or why not a change might be needed. Accordingly, helping coaches become active problematizers is vital to the change process. Toward this end, we present in this paper our reflections as coach developers and coaches who considered how to apply Michel Foucault’s understanding of ethics to make self-change a positive force for enhancing athletes’ experiences. We then conclude by suggesting how coach developers might begin to incorporate Foucault’s work into the development of coaches capable of producing change that matters.
David Light Shields and Brenda Light Bredemeier
Most coaches assume that athletes already know what “competition” means and how to engage in it. We propose, in contrast, that competition is often misunderstood and that coaches need to intentionally teach about it, and help their athletes come to appreciate its purpose and values. Social scientists, too, have often misunderstood competition and, as a result, have frequently concluded that it leads to such negative outcomes as hostility, prejudice and aggression. To clarify the meaning of competition, it is helpful to distinguish it from a related process that can also occur within a contest. In keeping with the word’s etymology, we define competition as: a form of partnership with an opponent that enacts an enjoyable quest for excellence.In contrast, when participants view the contest not as a partnership for excellence, but as a miniature battle or war, contesting should be designated de-competition. De-competition is a separate, distinguishable process with its own dynamics. The distinction between competition and de-competition has significant and far-reaching practical implications, since the two processes tap different motives, focus on different goals, foster a different type of relationship with opponents, lead to different approaches to rules and officials, stimulates different types of emotions, and promote different ideas about what an ideal contest entails. When coaches deliberately teach and foster true competition, competition can be reclaimed for excellence, ethics, and enjoyment.
In this article I examine the practice of hunting in New Zealand with particular reference to the ways in which hunters make sense of hunting, the embodied experience of hunting, and the moral status of animals. Drawing on ethnographic and interview data I reflect on how the practice and understanding of hunting is guided by a form of relational ethics. As such, the social and historical development of hunting in New Zealand and meaningful connections made with the environment and animals developed through the practice of hunting work to guide hunter’s ethical perspectives rather than any universalized philosophical principles or rules. I argue that by hunting, hunters recognize and consciously engage with multiple standpoints and interests in the backcountry environment in a manner that presents particular challenges to critical studies of human-animal interactions that are frequently unable to look past hunting as killing. As such, this article works to explicate the “experiential and cultural complexities” (Marvin, 2011 p.123) of hunting with particular emphasis on the development of an ethical perspective that guides hunters in New Zealand without seeking to judge, or defend, hunting and hunters.
Human performance enhancement is one of kinesiology’s many vibrant topics for inquiry. Though philosophers in kinesiology departments have offered some contribution to this topic, this paper argues that philosophers could improve their relevance by better engaging the existing scientific research. Rather than simply defending their place at the table, this paper proposes that philosophers build upon existing contributions to the ethics of human enhancement by increasing their scientific literacy. At the same time, this paper argues that certain patterns in philosophical discussions of human enhancement do not connect with scientific researchers. The paper concludes that ultimately philosophers must become more conversant with the language of science if they are going to continue contributing to central questions within the field of kinesiology.
Glenn C. Graber
Bram Constandt, Els De Waegeneer and Annick Willem
have recently been published, empirical research on ethical leadership in a sport setting is still in its infancy ( Burton et al., 2017 ; Cotrufo, 2014 ; Wells & Walker, 2016 ). In this respect, sport management research contrasts with the general business ethics literature, in which ethical
Laura J. Burton, Jon Welty Peachey and Janelle E. Wells
intercollegiate sport, due to its ethical component and people-centered approach ( Burton & Welty Peachey, 2013 ; DeSensi, 2014 ). In fact, ethics is at the core of servant leadership, with its emphasis on integrity and trustworthiness ( van Dierendonck, 2011 ). Further, within sport organizations, developing an