The Influence of Personality in a Game Situation on the Over-conformity and Moral Disengagement of Student Athletes

Context Considering recent high-profile reports of malpractice and negligence by National Collegiate Athletic Association (NCAA) athletic trainers (ATs), it is prudent to investigate the psychological mechanisms that may influence ATs' ability to justify unethical behaviors. When treating injured student-athletes, ATs may undergo a cognitive process known as moral disengagement, which involves convincing oneself that ethical standards do not apply in a particular context. Objective To explore the psychological factors and traits among ATs that may predict moral disengagement pertaining to allowing athletes to play through injuries. Design Cross-sectional study. Setting Online survey. Patients or Other Participants A total of 187 Division I, II, and III ATs from 100 NCAA universities. Main Outcome Measure(s) In addition to the primary outcome variable of moral disengagement, the survey captured the AT's demographic background, sport and athletic training histories, and measures of sport ethic, contesting orientations, commitment, and social identity. Results Cluster analysis was used to identify homogeneous subgroups of participants based on these variables. A 2-cluster solution emerged, with cluster 1 (n = 94) scoring higher in the sport-ethic and sport-contesting orientations but lower in commitment and social identity compared with cluster 2 (n = 93). An independent-samples t test revealed that moral disengagement was highest (t185 = 19.59, P < .001, d = 0.69) among ATs in cluster 1. Conclusions These findings advance our understanding of the psychological processes that may predict moral disengagement of ATs in allowing student-athletes to play through injury. Although additional research is needed to test whether moral disengagement influences return-to-play decisions, we provide initial evidence that ATs who conform to sport norms (eg, “no pain, no gain”) and who tend to view sport competition with a “war-like” orientation are more likely to morally disengage.

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Athletes’ Justification of Cheating in Sport: Relationship with Moral Disengagement in Sport and Personal Factors

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v3i90.171 ◽

2018 ◽

Vol 3 (90) ◽

Author(s):

Saulius Šukys

Keyword(s):

Moral Disengagement ◽

Student Athletes ◽

Female Athletes ◽

Male Student ◽

Personal Factors ◽

Research Focus ◽

Research Results ◽

The Relationship ◽

Sports Activities ◽

University Athletes

Research background and hypothesis. The research focus is on university athletes’ justification of cheating in sport. We hypothesised that moral disengagement would be more linked to more favourable evaluations of cheating in sports activities among athletes. Secondly it was hypothesised that justification of cheating in sport would be linked to gender and, accordingly, it would not be associated with experience in sport. Research aim was to reveal the dependence of the athletes’ assessment of cheating in their sports activities and moral disengagement in sport considering their personal factorsResearch methods. The sample included 338 (246 male and 92 female) athletes recruited from Lithuanian universities.The participants completed the Justification of Deception in Sport Scale (Sukys, Nickus, 2010) and the Moral Disengagement in Sport Scale-Short (MDSS-S; Boardley, Kavussanu, 2008).Research results. The regression analyses showed that gender of athletes was a significant predictor for justification of cheating in sport (β = 0.15, p < 0.01) as male student athletes more justified cheating in sport. Years of involvement in sport were not related with overall justification of cheating in sport. Moral disengagement in sport was a predictor for the overall justification of cheating in sport (β = 0.35, p < 0.001).Discussion and conclusions. Our study revealed the relationship between moral disengagement in sport and athletes’ justification of cheating in sport. Analysing different forms of cheating it was found that moral disengagement in sport was a stronger predictor for the justification of such deceptive actions that are linked to athletes’ manipulation of the rules of the sports and manipulation with the results of the sports contest. It was established that male student athletes more justified cheating in sport. Research results did not reveal relationship between overall justifications of cheating by years of involvement in sport. However, the analysis of the justification of different forms of cheating showed that students with less sports experience more justified deceptive actions linked to the manipulation with the results of the sports contest, and, on the contrary, less justified other forms of cheating in sport.Keywords: sport, justifcation of cheating in sport, moral disengagement in sport.

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Consideration of the Federal Guidelines for Academic Services for Student-Athletes with Sports-Related Concussion

Perspectives on School-Based Issues ◽

10.1044/sbi13.3.70 ◽

2012 ◽

Vol 13 (3) ◽

pp. 70-78 ◽

Cited By ~ 2

Author(s):

Bess Sirmon-Taylor ◽

Anthony P. Salvatore

Keyword(s):

Student Athletes ◽

Section 504 ◽

Return To Play ◽

Behavioral Deficits ◽

Prevention Education ◽

Concussion Management ◽

School Settings ◽

Definition Of ◽

Federal Guidelines ◽

Academic Services

Abstract Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.

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