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Ethics of Sport and Athletics

Theory, Issues, and Application
9781975142742
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9781975142742
Publication Date
May 25, 2021
2021-05-25
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  • Description
    Lippincott® Connect Featured Title
    Purchase of the new print edition of this Lippincott® Connect title includes lifetime access to the digital version of the book, plus related materials such as videos and multiple-choice Q&A and self-assessments.

    Timely, accessible, and focused on practical application, Ethics of Sport & Athletics: Theory, Issues, and Applications, Second Edition, details the theories and mechanics of moral reasoning, ethical and unethical behavior in sport, and the development of moral education through sport. This well-organized, case-based approach to sport-related dilemmas teaches readers how to successfully apply moral reasoning skills in good decision making to ensure confidence in sports management.
     
    Extensively updated with real-world examples drawn from the latest sports headlines, this Second Edition is designed to help readers grapple with the many complicated ethical challenges they’ll encounter in today’s sports professions, including performance enhancement, violence in sports, and racial and gender discrimination. An expanded emphasis on applying knowledge and concepts in sport management further equips readers to confront specific scenarios, ultimately improving the overall moral integrity of sport without diminishing its competitive element.
    • UPDATED Coverage familiarizes you with the most pressing sport-related ethical issues you’ll encounter in practice, including discrimination, drug usage, parental involvement in student athletics and challenges related to online/fantasy sports.
    • NEW Moral Application in Sport Management section equips you with an effective understanding of the emotional intelligence, organization politics, and employee and athlete motivation involved in successful sport management.
    • UPDATED Case studies at the end of each chapter provide essential practice applying ethical reasoning to commonly encountered sport situations.
    • UPDATED Mini-case studies throughout each chapter reinforce ethical concepts with specific, real-world sport examples. 
    • NEW Review questions test your comprehension and place chapter concepts in broader sport contexts.
    • Decision-making models boost your confidence in applying concepts to commonly encountered ethical considerations in a sport context.
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  • Specs
    Edition
    2
    ISBN/ISSN
    9781975142742
    Product Format
    PB-Paperback
    Trim Size
    7 x 9
    Pages
    480
    Edition
    2
    Publication Date
    May 25, 2021
  • Robert C. Schneider
  • Table of contents
    1
    A. Ethics, morals, and professionalism
    Why study the law governing lawyers?
    The law governing lawyers is worth studying for two reasons. First, knowledge
    of this subject is important to your professional security. (That is, it will help
    you to stay out of trouble.) Second, you need to know the boundaries imposed
    by law on the conduct of the other lawyers you encounter so that you will rec-
    ognize improper conduct and not allow it to harm your clients.
    Introduction
    A. Ethics, morals, and professionalism
    B. Some central themes in this book
    1. Conflicts of interest
    2. Truthfulness
    3. Lawyers’ duties to clients versus their duties to the justice
    system
    4. Lawyers’ personal and professional interests versus their
    fiduciary obligations
    5. Self-interest as a theme in regulation of lawyers
    6. Lawyers as employees: Institutional pressures on ethical
    judgments
    7. The changing legal profession
    C. The structure of this book
    D. The rules quoted in this book: A note on sources
    E. Stylistic decisions
    c o n t e n t s
    Reviewers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
    About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
    Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
    Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
    A. Ethics, morals, and professionalism
    Why study the law governing lawyers?
    The law governing lawyers is worth studying for two reasons. First, knowledge
    of this subject is important to your professional security. (That is, it will help
    Introduction
    A. Ethics, morals, and professionalism
    B. Some central themes in this book
    1. Conflicts of interest
    2. Truthfulness
    3. Lawyers’ duties to clients versus their duties to the justice
    system
    4. Lawyers’ personal and professional interests versus their
    fiduciary obligations
    5. Self-interest as a theme in regulation of lawyers
    6. Lawyers as employees: Institutional pressures on ethical
    judgments
    7. The changing legal profession
    C. The structure of this book
    D. The rules quoted in this book: A note on sources
    E. Stylistic decisions
    Part 1 Moral Theory in Sport and Athletics
    1. Moral Reasoning: An Introduction ......................... 2
    Understanding Moral Issues and Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
    Moral Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
    Non-Moral Dilemmas Faced by Sport Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . 4
    Moral Dilemmas Faced by Sport Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
    Shifting From Strategic Reasoning to Moral Reasoning . . . . . . . . . . . . . . . . . . . . . 8
    Emphasizing Actions That Foster Morality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
    Choosing Between Strategic and Moral Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . 13
    An Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
    The Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
    Statements, Premises, Arguments, and Conclusions . . . . . . . . . . . . . . . . . . . . . . . 14
    The Strategic Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
    The Moral Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
    Clarifying the Differences Between Strategic and Moral Reasoning . . . . . . . . . . 16
    Moral Theories and Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
    Consequentialism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
    Hedonism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
    Utilitarianism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
    The Best Interests of All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
    Teleological Moral Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
    Moral and Social Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
    Practicing Moral Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Deontological Moral Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
    Conflicting Values and Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
    2. Ethical and Unethical Behavior in Sport ................... 52
    Obstacles, Rules, and Conventions in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
    The Purposeful Implementation of Obstacles Within Sport . . . . . . . . . . . . . . . . . . 53
    Constitutive Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
    Differences between American Sport Play and Culture . . . . . . . . . . . . . . . . . . . . 58
    Differences in the Interpretation of Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
    Unwritten Agreements to Overlook Rules Violations . . . . . . . . . . . . . . . . . . . . . . 60
    Excellence in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
    The Importance of Winning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
    The Overemphasis on Winning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
    The Pursuit of Excellence and Winning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
    Achieving Excellence Yet Not Winning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
    Gaining Advantages to Win . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
    Pride in the Product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
    Cheating to Win . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
    Circumventing and Breaking the Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
    Sportsmanship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
    Gamesmanship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
    Wanting Excellence From One’s Opponent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
    Keeping Winning in Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
    Good Moral Behavior in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
    Moral Values and the Achievement of Excellence . . . . . . . . . . . . . . . . . . . . . . . . . 82
    The Good of the Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
    3. Moral Education and Development Through Sport........... 95
    Sport and Character Building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
    Character Building and Positive Outcomes of Sport . . . . . . . . . . . . . . . . . . . . . . . 96
    Negative Outcomes of Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
    Effect of Sport on Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
    Sport as a Means of Enhancing Self-Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Sport Participation and Development of Character . . . . . . . . . . . . . . . . . . . . . . . 101
    Potential Moral Value Loss Through Sport Participation . . . . . . . . . . . . . . . . . . . 102
    Sport as a Different Type of Venue for Demonstrating Moral Behavior . . . . . . . 104
    Moral Issues in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
    Unfair Advantage Seeking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
    Condoning Violence and Overly Aggressive Play . . . . . . . . . . . . . . . . . . . . . . . . 106
    Playing for Profit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
    Athlete Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
    Athletes as Role Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
    Athletes as Negative Role Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
    The Influence of Elite Athletes on Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
    Special Responsibilities of Athletes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
    The Importance of Moral Exemplars Outside of Sport . . . . . . . . . . . . . . . . . . . . 118
    Examples of Good Sportsmanship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
    The Moral and Social Value of Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
    Ethical Problems and Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
    Sports as a Zero or Negative Sum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
    Sport Framed as Militaristic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
    Competing in the Spirit of Friendship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
    Understanding Competition as a Mutual Quest for Excellence . . . . . . . . . . . . . 122
    Actualizing the Moral Potential of Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
    Cultivating Sport’s Character-Building Potential . . . . . . . . . . . . . . . . . . . . . . . . . 125
    How Values Help to Strengthen Sport Morally . . . . . . . . . . . . . . . . . . . . . . . . . . 126
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
    Introduction
    A. Ethics, morals, and professionalism
    B. Some central themes in this book
    1. Conflicts of interest
    2. Truthfulness
    3. Lawyers’ duties to clients versus their duties to the justice
    system
    4. Lawyers’ personal and professional interests versus their
    fiduciary obligations
    Part 2 Moral Application in Sport and Athletics
    4. Performance Enhancement Issues in Sport................ 138
    Performance-Enhancing Substances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
    Natural Training versus Artificial Substances . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
    Effects of Performance-Enhancing Substance Use Over the Athletic Career . . . . 140
    Immediate Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
    Effects on Athletes During Their Athletic Career . . . . . . . . . . . . . . . . . . . . . . . . . 141
    Post-Career Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
    Risks and Side Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
    Various Perspectives Regarding Side Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Lack of Scientific Evidence and Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
    Anecdotal Evidence Supporting Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
    Athletes Choosing to Assume Risk in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
    Harm Issues Related to Performance-Enhancing Substances . . . . . . . . . . . . . . 143
    Coercion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
    Why Use Performance-Enhancing Substances? . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
    Achievement and Desire to Win . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
    Praise and Rewards for Winning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
    Improved Performances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
    Sport Statistics and Performance-Enhancing Substances . . . . . . . . . . . . . . . . . . . 149
    Banning Performance-Enhancing Substances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
    The Role of Governing Bodies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
    To Ban or Not to Ban: Applying Moral Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
    The Importance of Effective Prevention Policies . . . . . . . . . . . . . . . . . . . . . . . . . . 151
    Governing Bodies’ Responsibility to Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
    The Influence of Fans on Banning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
    Fairness and Earned and Unearned Advantage . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
    Ethics of Drug Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
    Legal Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
    Circumvention of Testing Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
    Justification for Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
    Confidentiality Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
    Effectiveness and Expense of Drug Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
    The Influence of Profit Goals on Efforts to Catch Users . . . . . . . . . . . . . . . . . . . 164
    Peer Management by Athletes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
    5. Violence in Sport: Ethically Acceptable Boundaries......... 176
    Societal Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
    In-Game Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
    Spectators and Violence in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
    Sport as a Catharsis for Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
    Public Acceptance of Violent Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
    Cycle of Violence in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
    Teaching Violent Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
    Abiding by the Rules to Prevent Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
    The Glorification of Winning and Its Perpetuation of Violence . . . . . . . . . . . . . . 189
    Does Eliminating Violence Eliminate the Game? . . . . . . . . . . . . . . . . . . . . . . . . . 190Peripheral Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
    Spectator Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
    Postgame Rioting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
    Spectator–Player Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
    Youth Sport Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
    Hazing and Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
    6. Race Equity in Sport ................................... 213
    Race Issues in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
    Coaching and Racism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
    History and Racism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
    Interest Convergence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
    Sport: A True Meritocracy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
    Underrepresentation of Minorities in Head Coaching and Administration . . . . 222
    Private Sport Country Clubs and Race Discrimination . . . . . . . . . . . . . . . . . . . . . . 223
    Moral Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
    Legislating Race Equity Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
    Consequences of Government Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
    Organizational Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
    Public Pressure Against Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
    Racial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
    Intent Behind the Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
    Types of Racism in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
    Discreet Racism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
    Discrimination by Player Positions: Stacking . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
    The Token White Players . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
    Minority Advancement or Regression? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
    Low Odds of Playing Professional Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
    Hiring Minorities in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
    Inequities for Nonminorities in Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
    Establishing Nondiscriminatory Hiring Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
    Hiring Minority Sport Media Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
    The Good Old Boy Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
    The Negative Effects of the Good Old Boy Network . . . . . . . . . . . . . . . . . . . . . . . . 242
    Hiring Based on Merit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
    Identifying the Merits of Coaches and General Managers . . . . . . . . . . . . . . . . . 243Hiring Quotas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
    Correcting Past Exclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
    Moral Justification Difficulties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
    7. Gender Equity in Athletics and Title IX.................... 256
    Achieving Gender Equity Through Title IX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
    History of Title IX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
    Benefits of Sport Experiences to Other Areas of Life . . . . . . . . . . . . . . . . . . . . . 258
    Applying Competitive Sport Experiences to the Real World . . . . . . . . . . . . . . . . 260
    Applying Cooperative Sport Experiences to the Real World . . . . . . . . . . . . . . . . 261
    Applying Perseverance, Delayed Gratification, and Unfair Sport
    Experiences to the Real World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
    Equality Through Sport Participation Opportunities . . . . . . . . . . . . . . . . . . . . . . . 263
    Do Opportunities for Women to Participate in Athletics Make for a
    Better Society? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
    Unwillingness to Comply With Title IX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
    Examples of Noncompliance With Title IX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
    Reasons for Resistance to Title IX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
    Effects of Legislation on Attitudinal Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
    Justifying Noncompliance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
    Advocating Change for a Greater Good . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
    The Three Tests of Gender Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
    Achieving Proportionality: Adding Women’s and Dropping
    Men’s Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
    Decisions to Add or Cut Driven by Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
    Demonstration of Progress and Meeting Underrepresented Interests . . . . . . . 273
    Assessing Athletic Interests Through an Online Survey . . . . . . . . . . . . . . . . . . . 275
    Exemption for Revenue-Generating Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
    Support for the Exemption of Revenue Sports Through Proportionality . . . . . . 277
    Opposition to the Exemption of Revenue Sports Through Proportionality . . . . 278
    Approaches and Insights in Gender Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
    Academics and Gender Equity in Other Departments . . . . . . . . . . . . . . . . . . . . 279
    Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
    Finances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
    Tradition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
    Gender Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
    Looking Beyond Tradition and Revenue Generation to Achieve Equity . . . . . . . 283Transgender Athletes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
    8. Ethical Issues in Interscholastic and Intercollegiate Sport ... 295
    Brief History of the National Collegiate Athletic Association . . . . . . . . . . . . . . . . . 296
    Compensation of Revenue-Generating Intercollegiate Athletes . . . . . . . . . . . . . . . 297
    Benefits of the Athletic Scholarship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
    Education as a Priority and Sport Participation as an Extracurricular Activity . . . . 300
    Contribution of Athletes to Their Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
    Choosing to Participate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
    A Legal Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
    Winning and Reaping the Financial Benefits at the Cost of Quality Education . . . . 304
    The Mission Statement of Intercollegiate Athletics as a Facade . . . . . . . . . . . . . . 306
    Recruiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
    Recruiting to Meet the Unrealistic Demands of Winning . . . . . . . . . . . . . . . . . . 308
    Reasons Cheating Takes Place in Recruiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
    Improper Inducements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
    The Dilemma of Committing Recruiting Violations and Punishing Cheaters . . . 311
    Negative Recruiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
    Eligibility Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
    Freshman Eligibility: Advantages and Disadvantages . . . . . . . . . . . . . . . . . . . . . 319
    Graduation Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
    Gaining Eligibility Through Preparatory High Schools . . . . . . . . . . . . . . . . . . . . . 321
    Tutoring Athletes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
    No Pass, No Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
    Homeschooling and Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341
    9. Ethical Decision-Making of Sport Managers .............. 345
    Emphasizing Ethics in Sport Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
    Recruiting Ethical Employees as a Priority . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
    Manipulation of Affirmative Action Policies in Hiring Coaches . . . . . . . . . . . . . . 349
    Instilling a Sense of High Ethical Standards Into Employees
    Through Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
    Balancing Ethics With Competency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352Decisions Related to Incompetent and Unwanted Employees . . . . . . . . . . . . . . . . 352
    Dismissing or Providing Improvement Programs for the Employee . . . . . . . . . . 353
    Circumvention of Termination Procedures to Remove Unwanted Employees . . . 355
    Obtaining Accurate Information for the Purpose of Decision-Making . . . . . . . . . . 356
    Formal Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
    Informal Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
    Gossip and Rumors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
    Validation of Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
    Categories of Ethical Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
    Decisions Driven Exclusively by Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
    Decisions Driven by Ethics With Convenient Exceptions . . . . . . . . . . . . . . . . . . 365
    Decisions Made Without Consideration for Ethics . . . . . . . . . . . . . . . . . . . . . . . 366
    Steps to Establish an Ethical Workplace in Sport Organizations . . . . . . . . . . . . . . 367
    The Role of Athletic Directors in the Professional Advancement
    of Their Coaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
    Perspective of the Coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
    Perspective of the Athletic Department and Educational Institution . . . . . . . . . 372
    Perspective of the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
    How the Athletic Director Will Determine the Coach’s Role . . . . . . . . . . . . . . . 373
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
    Introduction
    A. Ethics, morals, and professionalism
    B. Some central themes in this book
    1. Conflicts of interest
    2. Truthfulness
    3. Lawyers’ duties to clients versus their duties to the justice
    system
    4. Lawyers’ personal and professional interests versus their
    fiduciary obligations
    5. Self-interest as a theme in regulation of lawyers
    6. Lawyers as employees: Institutional pressures on ethical
    judgments
    7. The changing legal profession
    Part 3 Moral Application in Sport Management
    10. Ethics of Management Styles and Politics in Sport
    Organizations......................................... 384
    Management Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
    Democratic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
    Workplace Democracy as a Reflection of Societal Democracy . . . . . . . . . . 385
    Sport Manager as a Democratic Manager . . . . . . . . . . . . . . . . . . . . . . . . . . 385
    Input Through Voting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
    Diversity, Moral Value of Trust, and Democracy . . . . . . . . . . . . . . . . . . . . . . 387
    Managing Employee Input . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
    Pseudo Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
    Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
    Autocratic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
    Laissez Faire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390Ethically Managing Sport Organization Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
    Organizational Politics: A Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
    Forms of Organizational Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
    Causes and Outcomes of Organizational Politics . . . . . . . . . . . . . . . . . . . . . 393
    Decline of Morale and Organizational Politics . . . . . . . . . . . . . . . . . . . . . . . . 394
    Minimizing Organizational Politics and the Role of the Sport Manager . . . . . . . 395
    Managing Politics During the Hiring Process . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
    Managing Politics While on the Job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
    Redirecting Politics and Healthy Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
    Recommendations to Diminish Organizational Politics . . . . . . . . . . . . . . . . . . . . 396
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
    11. Ethics of Hiring and Motivating Sport Organization
    Employees ........................................... 404
    Morality and Hiring in Sport Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
    Discussion of Hiring Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
    Greatest Happiness and the Weighting of Hiring Criteria . . . . . . . . . . . . . . . . . . 407
    Moral Sport Organization and Collective Employee Satisfaction . . . . . . . . . . . . 407
    Hiring Moral Employees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
    Diversity Versus Technical Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
    Technical Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
    Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
    A Moral Approach to Motivating Sport Organization Employees Through
    a Motivational Hierarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410
    Physiological . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
    Safety and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
    Affiliation/Belongingness/Love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
    Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
    Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
    Esteem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
    Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415
    Autonomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415
    Self-Actualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416
    Hierarchical Reversal and Its Immorality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 12. Improving Sport Organization Morality Through Emotional
    Intelligence, Impression Management, and Reputational
    Management ......................................... 423
    The Morality and Emotional Intelligence of the Sport Manager . . . . . . . . . . . . . . . 424
    The Synergy of General Intelligence and Emotional Intelligence . . . . . . . . . . . . 425
    Emotions and Resolving Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
    Morally Managing Impressions and Perceptions in a Sport Organization . . . . . . . 428
    Exemplification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
    The Morality of Reputational Management and Sport Organizations . . . . . . . . . . 430
    Developing Leadership Power Through Reputation Enhancement . . . . . . . . . . 431
    Building a Reputation Through Networking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432
    The Personal Reputation of the Sport Manager . . . . . . . . . . . . . . . . . . . . . . . . . 432
    The External Reputation of the Sport Organization . . . . . . . . . . . . . . . . . . . . . . . 434
    Building a Reputation: Instantaneous Versus Long Term . . . . . . . . . . . . . . . . . . 435
    Damage to a Reputation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435
    Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436
    Chapter Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
    Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
    References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
    Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
  • Features
    • UPDATED Coverage familiarizes you with the most pressing sport-related ethical issues you’ll encounter in practice, including discrimination, drug usage, parental involvement in student athletics and challenges related to online/fantasy sports.
    • NEW Moral Application in Sport Management section equips you with an effective understanding of the emotional intelligence, organization politics, and employee and athlete motivation involved in successful sport management.
    • UPDATED Case studies at the end of each chapter provide essential practice applying ethical reasoning to commonly encountered sport situations.
    • UPDATED Mini-case studies throughout each chapter reinforce ethical concepts with specific, real-world sport examples. 
    • NEW Review questions test your comprehension and place chapter concepts in broader sport contexts.
    • Decision-making models boost your confidence in applying concepts to commonly encountered ethical considerations in a sport context.
    Lippincott® Connect features:
    • Lifetime access to the digital version of the book with the ability to highlight and take notes on key passages for a more personal, efficient study experience.
    • Carefully curated resources, such as interactive diagrams, video tutorials, organ sounds, and self-assessment, all designed to facilitate further comprehension.
    Lippincott® Connect also allows users to create Study Collections to further personalize the study experience. With Study Collections you can:
    • Pool content from books across your entire library into self-created Study Collections based on discipline, procedure, organ, concept or other topics.
    • Display related text passages, video clips and self-assessment questions from each book (if available) for efficient absorption of material.
    • Annotate and highlight key content for easy access later.
    • Navigate seamlessly between book chapters, sections, self-assessments, notes and highlights in a single view/page.
  • Review
  • Questions and Answers

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