Ethical Issues & CoachingEthical Issues & Coaching

OBJECTIVES OBJECTIVES To define morals & ethicsTo define morals & ethicsTo examine some ethical issues & to To examine some ethical issues & to consider that they are often complex & consider that they are often complex & context specificcontext specificTo investigate areas where problems with To investigate areas where problems with ethics commonly existethics commonly exist To investigate how coach behaviours To investigate how coach behaviours influence athlete attitudes towards ethicsinfluence athlete attitudes towards ethicsTo examine some potential solutions to To examine some potential solutions to dealing with ethical dilemmas dealing with ethical dilemmas

Morals & EthicsMorals & EthicsMoral – to be concerned with theMoral – to be concerned with thegoodness or badness of humangoodness or badness of humanbehaviour or with the distinctionbehaviour or with the distinctionbetween right or wrong.between right or wrong.Moralist – A person who follows aMoralist – A person who follows asystem of ethics.system of ethics.Ethics –relate to moral principles.Ethics –relate to moral principles.- A principle or rule of right conduct.A principle or rule of right conduct.

Concise Oxford Dictionary (1991)Concise Oxford Dictionary (1991)

EthicsEthics

Key Concept:Key Concept:

Ethics are a more or less coherent set Ethics are a more or less coherent set of principles formulated around of principles formulated around behaviour in a particular activity. behaviour in a particular activity.

Lyle (2002)Lyle (2002)

Scenario 1Scenario 1

A gymnastics coach makes sexual A gymnastics coach makes sexual advances & suggestions to his 15 advances & suggestions to his 15 year old athlete.year old athlete.

Ethical or unethical behaviour? Ethical or unethical behaviour?

Scenario 2Scenario 2An athletics coach notices his sprint An athletics coach notices his sprint

athlete seems to be struggling under athlete seems to be struggling under the training load that he has been the training load that he has been set. On further investigation it set. On further investigation it transpires the athlete has shin transpires the athlete has shin splints, acting under medical advice splints, acting under medical advice the coach alters the training regime the coach alters the training regime to take his injury into account. to take his injury into account.

Ethical or unethical behaviour?Ethical or unethical behaviour?

Scenario 3Scenario 3

A 26 year old male athletics coach had A 26 year old male athletics coach had been coaching a 22 year old female been coaching a 22 year old female 800 runner for 2 years. During this 800 runner for 2 years. During this time athlete & coach had developed time athlete & coach had developed romantic feelings for each other. 2 romantic feelings for each other. 2 years later the coach & athlete got years later the coach & athlete got married. The athlete continues to married. The athlete continues to compete at international level. compete at international level.

Ethical or unethical behaviour?Ethical or unethical behaviour?

Conclusions from Case StudiesConclusions from Case Studies

Whilst some ethical concern cases may Whilst some ethical concern cases may be judged on a “black & white basis” be judged on a “black & white basis” many others are highly complex & many others are highly complex & shrouded by contextual issues that shrouded by contextual issues that need to be considered on a case by need to be considered on a case by case basis where material facts are case basis where material facts are open to interpretation.open to interpretation.

Hence a “shades of grey” approach is Hence a “shades of grey” approach is often most appropriate! often most appropriate!

Where & Why are Ethical Where & Why are Ethical Concerns Likely to Arise?Concerns Likely to Arise?

Coach – Athlete power relationshipCoach – Athlete power relationship

Youth sport – “level playing field” conceptYouth sport – “level playing field” concept

Competition –reward conflictCompetition –reward conflict

End justifies means approachEnd justifies means approach

Recreational sport coach misconceptionsRecreational sport coach misconceptions

Professional sport & sub-culture behaviourProfessional sport & sub-culture behaviour

Hero-worship & infatuation Hero-worship & infatuation

Ethics & the Coach -Athlete Ethics & the Coach -Athlete Power RelationshipPower Relationship

High potential for High potential for problems because problems because of differences in:of differences in:

Age & maturityAge & maturity

Knowledge & Knowledge & experienceexperience

Intensity & Intensity & duration of duration of engagementengagement

GenderGender

Close physical Close physical contactcontact

Psychological Psychological dependencydependency

Emotional intensityEmotional intensity

Particular Ethical Problem AreasParticular Ethical Problem Areas

Power differentials are abusedPower differentials are abused

Attempts to influence results or Attempts to influence results or performanceperformance

Inappropriate assumptions appliedInappropriate assumptions applied

Coach Behaviour & EthicsCoach Behaviour & EthicsThis has an important influence on This has an important influence on

athletes & can fall into 4 categories:athletes & can fall into 4 categories:Coach demeanour & behaviour when Coach demeanour & behaviour when in the coaching rolein the coaching roleDetermining or condoning performer Determining or condoning performer behaviourbehaviourInterpersonal behaviour with Interpersonal behaviour with performersperformersThe coach's professional role The coach's professional role

Potential Solutions to Ethical Potential Solutions to Ethical ChallengesChallenges

Codes of conductCodes of conduct

Movement towards virtues-based Movement towards virtues-based conduct by coachesconduct by coaches

Coach education influencesCoach education influences

Encouraging coaches to reflect on Encouraging coaches to reflect on ethical issues ethical issues

Codes of ConductCodes of ConductAdvantages:Advantages:

Set guidelines & Set guidelines & boundaries of boundaries of acceptable for acceptable for unacceptable unacceptable practice & behaviourpractice & behaviourGives professional Gives professional credibility to credibility to coaching as coaching as minimum standards minimum standards are stated are stated

Limitations:Limitations:Issues led – often Issues led – often negatively termednegatively termedOften state the Often state the obvious!obvious!Rules dominatedRules dominatedDo not emphasise Do not emphasise or provide or provide examples of good examples of good practice practice

Virtues - Based ConductVirtues - Based ConductApproach that relies on a sincere Approach that relies on a sincere belief by coaches living by “good” belief by coaches living by “good” valuesvalues

“ “ What will I do here in the light of What will I do here in the light of what I consider myself to be?”what I consider myself to be?”

(McNamee, 1998) (McNamee, 1998)

The development of a deeper moral The development of a deeper moral code to live by based on personal code to live by based on personal virtue. virtue.

Virtues - Based ConductVirtues - Based Conduct

Approach allows flexibility as defining Approach allows flexibility as defining moral actions in the sporting context is moral actions in the sporting context is elusive. This approach allows certain elusive. This approach allows certain principles to be unassailable, e.g. principles to be unassailable, e.g. Respect, integrity, equity, fairness. Respect, integrity, equity, fairness. Whilst other areas are less rigid, Whilst other areas are less rigid, usually the weaker held ones.usually the weaker held ones.

Virtues - Based ConductVirtues - Based Conduct

Belief TreeBelief Tree

Roots –core valuesRoots –core values

Branches – intermediate beliefsBranches – intermediate beliefs

Leaves – peripheral beliefsLeaves – peripheral beliefs

This approach ensures contextual This approach ensures contextual decision making takes placed as decision making takes placed as opposed to rigid rule-adherence.opposed to rigid rule-adherence.

Coach Education IssuesCoach Education IssuesMinimal attention given to ethical Minimal attention given to ethical

considerations in coach education considerations in coach education programmes. Illustrated by:programmes. Illustrated by:

““Spending a lot of time on ethics does not really Spending a lot of time on ethics does not really apply to me. You see I am a coach, my role is to apply to me. You see I am a coach, my role is to teach physical skills to help athletes improve. I teach physical skills to help athletes improve. I will help many people this way, & that is a good will help many people this way, & that is a good thing isn't it? Besides, I think I am a pretty good thing isn't it? Besides, I think I am a pretty good person. I get on well with people & some of my person. I get on well with people & some of my friends are from different ethnic backgrounds” friends are from different ethnic backgrounds”

Coach Education IssuesCoach Education Issues

It is It is not sufficientnot sufficient to simply list to simply list ethical issues & make assumptions ethical issues & make assumptions that aspiring coaches can deal with that aspiring coaches can deal with them effectivelythem effectively

A A betterbetter approach is to encourage approach is to encourage coaches to critically engage with coaches to critically engage with such issues at a personal level, so such issues at a personal level, so that we can deal with them as they that we can deal with them as they appear in practice appear in practice

Self – Reflection & EthicsSelf – Reflection & EthicsCoaches are challenged by Johnson (1996) Coaches are challenged by Johnson (1996)

to see what potential they have to act to see what potential they have to act unethically by answering the following:unethically by answering the following:Admitting we may have prejudicesAdmitting we may have prejudicesMaking honest attempts to identify what Making honest attempts to identify what they arethey areIdentify actions that reflect these Identify actions that reflect these prejudicesprejudicesSeek support from others who can help Seek support from others who can help us overcome themus overcome them

Self – Reflection & EthicsSelf – Reflection & EthicsThis process allows us to realise the This process allows us to realise the

limitations of our thinking & that our view limitations of our thinking & that our view of “truth” may be one of many!of “truth” may be one of many!

Examples of questions to ask yourself:Examples of questions to ask yourself:Do the athletes I work with fear me? Do the athletes I work with fear me? Why?Why?How much power do I have over the How much power do I have over the athletes I work with?athletes I work with?Do I include athletes in the decision Do I include athletes in the decision making process? If so, how? If not, should making process? If so, how? If not, should I? I?

Concluding Thoughts…..Concluding Thoughts…..

The fight against unethical behaviour The fight against unethical behaviour is unlikely to be ever considered is unlikely to be ever considered over…. But if coaches continue to over…. But if coaches continue to aspire to a virtues based attitude aspire to a virtues based attitude towards their coaching, to show towards their coaching, to show critical vigilance & a questioning critical vigilance & a questioning attitude, this should lead to better attitude, this should lead to better ethical coaching practice. ethical coaching practice.