Professional Responsibility Of Coaches And Athletic Personnel

Many everyday encounters can test our values. In sports conflict is expected, and as skill level increases conflict becomes more prominent. This is even more evident to coaches, as they experience conflict from players, referees, and parents. In my experience, coaching many times I must hold back what I want to say and walk away. One specific encounter with two parents tested my values of respect, positivity, and self-worth. In this experience, two parents confronted me after a game about the substitutions going on on the field, as I was a youth coach learning how to run the bench I was appalled at this statement. In this instance, I related to the barber contemplating what to do, “ What do you gain by it? Nothing.” (pg.15A) I also connected with the idea of upholding a reputation, as I would not want to be viewed as anything less than a great coach, “Murderer or hero?” (pg.15C) My values of respect and positivity helped me walk away from this situation, which further revealed how my character is centered around integrity.

Describe P1 and Explain M1 four roles and four responsibilities of sports coaches, using examples of coaches from different sports.

Joe Ehrmann describes how he has developed his philosophy of coaching by relating the story of his life in his youth, high school and in college describing two different types of coaches he had played for. The first are coaches who were impersonal, authoritarian, and sometimes abusive which he calls transactional coaches; this is in contrast to the humane coaches he calls transformative coaches. Coaches must face this responsibility because we all remember our coaches. “This is the awesome power and responsibility of coaching: You give your players memories, for better or for worse that stay with them until the day they die” (Ehrmann, 2011 p 46-47). Joe Erhmann goes on to ask, “What is the moral and ethical composition of their program?

In recent years, collegiate athletics has evolved from the original spectrum of rivalry competition into a business model that focuses on branding and expanding markets. According to Stephanie Harrison-Dyer (2011), “Sport is too much a game to be business and too much a business to be a game” (p. 1). Although competitive sport has contributed remarkably to human culture, the increased popularity of sport and sport enthusiasts has generated a greater concern for moral and ethical conduct among athletes (Harrison-Dyer, 2011). With increased pressure on administrators

The National Collegiate Athletic Association is a member-led organization that regulates the athletes of over 1,200 universities, conferences and organizations. The NCAA prides itself on dedicating themselves to the wellbeing and lifelong success of college athletes, believing and committing to core values and beliefs (NCAA). The NCAA’s main and most important task is to make sure that all students and institutions adhere to the extensive rules and regulations that the Association has created (Andrews). Although the National Collegiate Athletic Association is a famous and well-know organization, it has flaws within the system of regulating college athlete’s collegiate sports career. The condition of which college athletes are in while under regulation of the NCAA is neither ethical nor fair. In this paper I will argue that it is not morally ethical the way that the NCAA treats college athletes; the system must be reformed and changed so that college athletes are treated with the utmost ethically moral respect.

Ethical dilemmas confront athletes, coaches, fans and others around the games every year, forcing people involved in sports to examine their behavior and conditions and reevaluate the morals and ethics that are most important to them. Sports topics related to ethics begin in youth sports and carry well into professional sports.

“Sportsmanship - Athletes are expected to act with a high level of sportsmanship. They are always in the public eye, both in season and out of season, and should act accordingly. As athletes, others see them as positive role models. With this in mind, they have an obligation to (1) show respect for authority and property; (2) maintain academic eligibility and training rules; and (3) emphasize ideals of sportsmanship, loyalty, ethical conduct and fair play”- NHS Student Handbook 2015-16.

Values and beliefs are a product of an individual’s own unique history, experiences and education, the essence of everything they do and the reason they place importance on some things more than others. A coach’s values and beliefs have a major impact on their coaching behaviour as they motivate them, help them make decisions, show us who they are and better understand them. In the sporting environment, they keep them motivated whilst they deliver and perform their sessions and help to develop their knowledge and understanding of people they meet on a daily basis. Values allow the coach to decide how to deliver each session and how to choose the contents and equipment for individuals they coach. As they can affect coaching performance,

I want to be a personal trainer, or high school football coach because I have a sports .background. I have been playing sports since I was three. If I become a personal trainer i will be making $53, 570 a year. If I become a coach I will be making $39,055 a year.

Athletic trainers have a variety of responsibilities included in their job description. They provide clinical diagnosis, rehabilitation therapy, and emergency care (CITE). Athletic trainers are often confused with personal trainers, because most people associate both careers with athletes. However, athletic trainers work in the field of physical medicine unlike personal trainers. For the most part, athletic trainers must have people skills and an overall enjoyment of helping others. Since they treat a wide range of patients, athletic trainers must be able to relate to all types of people. They must have an expert knowledge of the human anatomy and also be able to think in a cause and effect manner when diagnosing injuries.

The first ethical issue in this case, comes from the code of ethics. The football coaches break code a.3. from the Syllabus. This code states that faculty needs to maintain a professional relationship with the students at all times. In the

Collegiate football is not only a very lucrative and rapidly growing “business” but it also has a “tremendous impact on our culture, influencing the values of millions of participants and spectators”. Because of this, it is vey important to ensure that the NCAA ensure that all teams not only follow the rules and interpretations of the game, but also hold themselves to a higher standard with an established code of ethics. These days, there are concerns about moral

A few years ago, there was much discussion relating to the National Collegiate Athletic Association (NCAA) and those units responsible for instituting student-athlete and athletic department policy. This purpose of this paper is to discuss the ethical misconduct that occurred at Penn State, Ohio State and the University of Arkansas, and how the NCAA played a role in the wrongdoing. Coaches, players, and administrators face mounting pressures brought on by the need to sell seats and win games. In response, this type of pressure creates opportunities for offenses to take place. The first component of the paper will be to determine the fundamental ways in which the ethics programs of the NCAA failed to prevent the scandals at Penn State, Ohio State, and the University of Arkansas. Once those measures are identified and discussed, the ways the NCAA leadership contributed to the ethical violations of these schools will be discussed. The next element of the paper will predict the key differences in the scandals that occurred at each school if an effective ethics program was implemented. Next, the paper will suggest actions that the NCAA leadership should take to regain the trust and confidence of the students and stakeholders. The last section will identify measures that HR departments of

Personal values may conflict with ethical decision making if those personal values are different than the organizational norms of the business or institution. Constructing, and maintaining personal ethics in the workplace rests with the individual, and how willing he or she is in assimilating to the evolving cultural dynamic of the corporate world. Many times a person find their personal, cultural and/or organizational ethics conflicting and must reconcile a course of action that will mitigate cognitive dissonance. In order to be a productive member of society, in small groups and globally, one must reconcile these conflicts on a daily basis and continually move forward while maintaining personal integrity and

I will examine the importance of personal ethics in leadership and how ethics produce effective leaders in organizations today. The importance of understanding ethics, motivation to act as a role model and developing a plan of action for an organization are discussed because of their importance regarding development of good leadership. These key points suggest personal ethics positively affect leadership and when made a priority for leaders will produce ethical and effective leadership. With so many definitions of leadership, the question evolved from “what is the definition of leadership?” to “what is good leadership” (Ciulla, 2004, p. 13). To develop a system of values one must compile a list of the most important instrumental values and terminal values. These lists are unique to every individual because they are determined by personal importance. Instrumental values, such as honest, helpful, ambitious, responsible, etc. should reinforce terminal values. Once a leader’s means are consistent with desired goals, their value system is unified and they have climbed the staircase from the lobby to the first level of values. The climb from the first floor to the second floor results in a person incorporating principles into their newly developed values. Although values act as the bedrock of ethics, principles are required because alone, “values are far too vague to have much meaning in ethical analysis” (Cooper, 1998, p. 12). Morals are ideals that help us decipher between right