The Ethics Of Coaching Education

My journal review for this week is titled, Coaching ethics: Making ethical decisions--novices and experts by Dr. Jonathan Passmore. This British study was published in The Coaching Psychologist in 2009. I choose this article to discuss based on Dr. Welfel’s discussion in Chapter 12 regarding “The Ethics of Coaching” where she asked the question “what constitutes competent and ethical coaching?” regarding coaching as a practice activity for mental health professionals that has emerged fairly recently and has grown dramatically in a brief period (Welfel, 2016). Coaching is distinct from psychotherapy because the focus is on the present and the future, is centered on helping clients achieve their potential, does not represent therapy for

Sports as a whole offers the opportunity for student-athletes to advance their physical skills, mental toughness, and develop a code of morality and ethics (Hardman, 2010). Much of the maturation of the student-athletes code of ethics may be established through the interaction of their coaches (Hardman, 2010). This process begins the moment they participate in an organized sport and is deeply rooted through their athletic career. Furthermore, the head coach of a team sets the tone for what type of ethics and morality they will lead their team by (Hardman, 2010). Thus, the head coach in essence, is the role model for each of their student athletes will model their own behavior (Hardman, 2010). Therefore, the

Sportsmanship matters not only in sports, but also in the rest of our everyday lives. In any competition,

The study “The Relationship Between Ethical and Abusive Coaching Behaviors and Student-Athlete Well-Being” was conducted by Mariya A. Yukhymenko-Lescroart, Michael E. Brown, and Thomas S. Paskus, and was published in the journal Sport, Exercise, and Performance Psychology. The researchers sought to understand the effects that a coach’s behavior had on a student’s morals, satisfaction, and impressions of team unity. Social-cognitive theory has long thought that we learn by imitating those around us, particularly those in leadership positions. The coaches of sports teams are especially prominent models in a student athlete’s life, given that they have actual authority over the student’s life. The idea of self-efficacy, which suggests that an

Serena Williams’ 10 second tirade in the 2009 U.S. Open tennis tournament may have cost her the semi-final match, but what is the lasting impression on her legacy (Ford 1)? Sometimes during a sporting event, athletes let their emotions get the best of them. Their attitude is like a ticking time bomb, waiting to be set off by a bad call from the line judge, a good shot by the opponent, or a simple mistake made by the player. Many people believe athletes should be able to control their emotions and always exhibit great sportsmanship. However, the media and most spectators have never been in the same high-pressure situations as these athletes, and they should not judge without personal experience.

Sportsmanship matters not only in sports, but also in the rest of our everyday lives. In any competition,

Parents often have concerns for how coaches treat their young athletes, but most coaches are the best character role models that a child will have. As David Brooks, author of the article “Organized Sports Can Benefit Children”, says “Coaches have become the leading moral instructors in America today.” (Brooks). Groups like The Positive Coaching Alliance exist solely to keep coaches doing their job of creating mature and respectful athletes (Positive). Children need these positive role models in their lives. Even if a child has great role models as parents, it is even better to have one outside of the family. A coach can serve as someone that kids should admire, love, and respect even though they are outside of their family; this will prepare children for their future of dealing with

“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.

Coaching is a complex field to be in, as there are many philosophy’s and approach’s that coaches can have. Being that I lack the experience in the past with actual coaching, I will provide you with my coaching philosophy. This philosophy helps guide my direction, and how to deal with potential issues in my coaching career. My coaching philosophy includes my objectives, beliefs, and my principles when coaching.

A coaching philosophy is a base for which a coach works and seeks guidance from, said to be “built on a set of standards by which a coach influences, teaches, and models” (Van Mullen, 2013, p.29). Described as a collection of values, beliefs, assumptions, attitudes, principles and priorities which underpin practice (Lyle, 2002). When creating a Coaching Philosophy there are four aspects a coach should reflect upon, and scaffold their philosophy around-Axiology, Ontology, Epistemology and Pedagogy. Axiology, encompasses morals, values, ethics, and ideals which coaches place differing importance on. Important in a coaching context, as it informs the type of culture and environment a coach creates within a team(Fyall, 2017). Hardman (2008) suggests

For many of us, sports are a daily part of our lives. In fact, for most people who are now involved in coaching, it may be either their first or second priority. For anyone who has chosen to undertake the task of coaching sports, that coach must have a clear and defined coaching philosophy. As was mentioned in the text and assignments for this week, if one does not have his or her philosophy defined, it will make his or her job and goals of teaching and coaching that much more difficult to obtain.

Great topic! Coaches who breach coaching contracts have been on the rise the past few years. One case that comes to mind is the 2011 incident in which then Kent State basketball coach, Geno Ford left his head coaching position at Kent State for the same position at Bradley University. A year prior to Ford’s resignation, Kent State renegotiated the head coaches contract, which increased Ford’s salary to $300,000 making him the highest paid basketball coach in the conference. The renegotiated contact included a clause that noted if Ford or Kent State canceled the agreement prior to March 31, 2015; the other party would get the balance of the base salary remaining in Ford’s contract (Biliczky, 2013)).

While my talent for tennis allowed me to win many games, there was another valuable accomplishment that I’m very grateful to have assimilated and experienced: improved social skills. From an inconsequential “Hi,” to diverse and meaningful conversations, I learned to establish a unique bond with my peers. In retrospect, the action of joining tennis has been a very profitable decision on my part, from social networking to character development, which significantly improved my perspective on life. Although everyone may have a different style of playing tennis, we retain our original development of personal values. Thus, grasping the fundamental understanding of others has helped me to incorporate moral and ethical values. Not only to my peers, but everyone around me. Slowly, I realized I loved tennis for it allowed me to approach others and as a recreational exercise. My focus on tennis has offered a life-changing possibility for me to step out of the comfort zone and take the initiative in defining relationships. As I integrate new profound social skills, my mind became much more diverse and innovative through other’s

Broadly speaking, sporting integrity can be defined as establishing promising environment for the development of integrity and concurrently, unreceptive towards integrity and ethical values. The history of sports is full of incidences reflecting unethical behaviors practiced by athletics in an outside the sport fields. Moreover, the concept of sporting integrity is also perceived distinctly by professionals and unprofessional all over the world. There are evidences reported through media that young players, school –aged sport players and teams follow ethics more efficiently then adult players.

Theoretical practices of sportsmanship in sports provide adolescents with positive attitudes about fairness, honesty, and responsibility. Athletes learn to reflect these values of sportsmanship and apply it to their daily lives, once again providing positive psychosocial benefits to youth athletes. “From the perspective of sport psychology, the sphere of research that encompasses the key concepts of sportsmanship, ethics, and morality has been termed moral development in sport” (Goldstein & Iso-Ahola 2006, p. 19). Moral development is influenced by the sporting environment that the adolescent is exposed too. The adolescent’s psychological growth is dependent on “moral cognitions (thoughts of right and wrong),