The prospect of integrating pedagogical and philosophical research in the area of coaching education offers several avenues for further research. One immediate project for future research involves exploring how the multi-sport Make Ethical Decisions workshop is run and how the participants internalize their experiences as a result of participating in the specialized workshop versus a sport-specific coaching certification program. As indicated earlier, there are different streams for coaching certification in Canada, each corresponding to the level of athlete a coach will be working with. Competition-introduction is geared mainly towards high school aged athletes, while the competition development and competition high- performance streams are geared towards university and national caliber athletes, respectively. As these modules become available, future research could look at how ethics-education is delivered to participants who will be coaching at a higher level in rowing and other sports. The goal of these potential future studies would be much the same as the goal in the final chapter of this dissertation: to plant the seed for a process in coaching-education that promotes the rational improvement of coaches’ individual and collective abilities to asses evidence and arrive at a reasoned ethical judgment when they are faced with conflicting sets of ethical demands, or in the absence of clearly applicable principles and rules.
The opportunity also exists to explore a topic more firmly situated in philosophical discourse. The kinds of practices that ethics education teaches us to admire or abhor in sport are the products of a particular view about the normative function of sport in our society. In sport philosophy literature, there has been a fair amount effort put into developing various competing normative accounts of sport. In particular, the non-formal reason may help solve a sticking point in the conventionalist account of sport advocated by sport philosopher William Morgan (2012), among others. This account situates sport as the product of a specific
cultural-historical context. As such the practices and moral considerations that allow for rational debate in such a setting are dependent upon some shared conventions, otherwise, on this account rational adjudication of competing values in sport will be impossible if the same standards are not shared. On such an account, pragmatic or novel solutions are the result of foregoing a rational resolution and trying to move forward by other means (Morgan, 2012). If we view rationality in the narrow sense of testing arguments and premises against one
another, then it is easy to see why Morgan might believe that creative and pragmatic solutions lie outside the pale of rationality. However, if one adopts Hooker’s view that creative construction is actually one tool among many in a rational process, then creatively constructing pragmatic solutions to bridge the gap between conflicting normative
conceptions of sport no longer has to be non-rational. Scott Kretchmar (2013), a sport philosopher at Penn State, suggested in a recent conference presentation that we might consider whether there are in fact multiple sources of meaning and value that might
legitimately have a place in our normative conception of sport. It is my hope that non-formal reason might contribute fruitfully to this ongoing debate within sport philosophy.
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Appendices
Appendix A: Non-Medical Research on Human Subjects—Ethics Approval Notice Combined Letter of Information and Consent Form, & Participant Interview Questions
Appendix B: Sample Open-Ended Group Discussion Exercise Questions Questions to be taken up in small groups.
1.) Take a few moments to consider what you feel are the characteristics and actions of an ideal coach.
2.) What do you value most about the sport of rowing? What morals or ideals do you hope it teaches young athletes?
3.) In general, what do you define as an ethical issue? Does it differ from the definition offered so far in the ‘make ethical decisions’ module? Discuss with your table. 4.) What, do you think the term ‘judgment’ means?
5.) In your coaching practice, have you ever been in a situation where you felt that trapped between two competing sets of ethical demands? How did you frame your problem?
6.) When you have to make a ‘judgment call,’ what does that usually entail? What processes go into making an ethical judgment for you? Can you give an example? 7.) If you feel comfortable, tell a story where you made a bad call, or where you felt you
could have done things better. Tell your group about the details of that situation and how you framed the problem at the time versus how you see it now and what led you to see it in a new light.
8.) Discuss with your group a time that you had to come up with a novel or ‘out-of-the- box’ solution to a situation with ethical implications
9.) What, in general, has shaped your sense of morality? Any experiences, training, mentors? Take a few minutes to discuss in your group.
Curriculum Vitae
Name: Mark Williams
Post-secondary Denison University
Education and Granville, Ohio, USA
Degrees: 2002-‐2006 B.A.
The University of Toronto Toronto, Ontario, Canada 2006-‐2007 B.Ed.
The University of Western Ontario London, Ontario, Canada
2008-‐2010 M.A.
The University of Western Ontario London, Ontario, Canada
2010-‐2014 Ph.D..
Honours and IAPS Student Travel Award
Awards: 2011-‐2013
Related Work Teaching Assistant
Experience The University of Western Ontario
2010-‐2014
Publications:
Schneider, A.J., Szudy, N.V. & Williams, M.M. (2014). “The State of the Art: Meta-‐Theory and New Research Methods.” Journal of the Philosophy of Sport 41(1). pp. 79-‐95.
Schneider, A.J. & Williams, M.M. (2013). “Thoughts on Being the Gadfly in the Sport Sciences Ointment: Building the Road to Meta-‐Theoretical Research Creation.” Sport in Society