24.4: Conclusion

Coaching is a privilege that carries great responsibility; none more so than supporting the moral development of the people we work with. The greatest lesson a coach can teach is what it means to strive for moral excellence in an ethically appropriate and empowering manner. The aim of this chapter was, therefore, to introduce moral philosophy within sport and to outline an approach to coaching that places the development of the Three Es at the forefront of coaching practice and research. More than that, it is a plea for those involved in sport to reflect upon what they believe are the most important elements of their role. Historically, for example, coaches have spent the majority of their time seeking ways to develop technical skills. Although important, such skills mean little without appropriate moral development and socialization. Further, at youth levels, developing moral agents who understand normatively appropriate social standards and are motivated to behave in a moral manner should be of equal, if not greater, importance to technical and tactical skill acquisition. That said, it is not a competition and just like personal, inter-personal, and intra-personal skills, one process can be mastered alongside the other (Evans et al., 2015; Lefebvre et al., 2016)

Despite frequent admission of the importance of using sport as a vehicle for moral education, to date, these endeavors have lacked clear conceptualization and direction. Through presenting both an argument for the importance of developing normatively appropriate ethical standards in sport and an explanation as to how such standards are cognitively incorporated within the self-concept, it is hoped that this chapter goes some way in addressing these concerns. To further aid in this process a series of considerations are presented below. Most importantly, a framework outlining the development of normatively appropriate ethical standards is also discussed with a clear progression towards a system of co-construction to meet the changing needs and capabilities of the athlete.

Within this approach, the moral agency of the reader is considered. Although normative approaches to ethics are highlighted and character development advocated, specific standards are not prescribed. Instead, it is left up to the reader to reflect upon their own beliefs and consider how they may incorporate the concepts discussed here within their own practice. Presented are a series of tips below to aid this process:

• Consider your ethical position. Reflect upon decisions you have made and the motives for doing so. Openly discuss your ethical position and expectations for others. Work with your athletes to co-construct normative moral standards. Identify shared values, consider the group’s habits, and where appropriate, adjust.
• Continually strive for excellence. Contemplate whether you are of integrity (i.e., consistent in your words and actions), have moral desires, and are able to resist the temptation to win by lowering your personal standards. Consider your lower order virtues and speak to others to gauge how the social information you present is being perceived. Reflect upon whether there is a discrepancy between how you think and act when stressed, tired, and/or under pressure compared to when you are not. If you make poor choices or behave in a way that you do not like under such conditions, try to limit their influence. Examine ways to develop your contextual understanding and explore opportunities to embed different forms of learning opportunities within your practice.
• Empower your athletes. Share power and responsibility with your athlete[s], set intellectually challenging problems to solve, and show support and encouragement for new and creative ideas. Nurture athlete self- and collective esteem by setting and supporting athletes to achieve high expectations, expressing belief in their abilities, and by demonstrating how activities help support the group’s collective goals and values. Consider the level of value congruence within your club or organization. Implement mechanisms that support the development of a moral and empowering culture (e.g., challenging behavior that does not fit within the organization's aims).