Positive Character Development in School Sport Programs

Sportsmanship and the development of positive character have long been explicit goals of school sports. A strong belief exists that sport programs have the power to promote the development of "...sportsmanlike behaviors, ethical decision-making skills, and a total curriculum for moral character development" (Stoll, 1995, p. 335) and provide a social environment to acquire personal and social values and behaviors contributing to good character and good citizenship (Arnold, 1984; Sage, 1998). The arena of sport can provide one of "the greatest opportunities for a student to learn honesty, integrity... and ethical behavior" or it can provide "one of the greatest opportunities in school for a youngster to learn how to be dishonest...or how to be hypocritical" (Sabock, 1985, p. 271). Little empirical research exists supporting that mere participation in and of itself leads to the development of moral character. In fact, the opposite appears true, that sport participation may be more likely to negatively affect moral character (Bredemeier, 1984; Priest, Krause, & Beach, 1999; Stoll & Beller, 2000). Whether positive or negative, "[s]ports have immense power to shape consciousness, values, and beliefs of athletes and to pass on selected aspects of the dominant culture" (Sage, 1998, p. 264). This digest discusses the formal and informal processes of moral character development, in light of the types of programs that have shown to improve moral character, sportsmanship, and fair play.

Terminology

Two different types of character values exist and are evident in sport: social and moral. Typical social character values include loyalty, dedication, sacrifice, teamwork, and good citizenship (Lumpkin, Stoll & Beller, 2002), while moral values include honesty, fairness, fair play, justice, and responsibility. Social values, which are highly esteemed in our society, are about the real world and how society views the importance of social character. Moral values are first principles, meaning that they stand by themselves; if we violate any one of these, we violate people directly. Social values are positive assets but must be tempered by moral values. A person who has strong social character may have little or no moral character. An individual can be highly dedicated and loyal to an immoral cause. Because sport may foster social values, character development through sport should help athletes learn to weigh a social value against a moral value and then act on that moral value (Lumpkin, et al., 2002).

Sportsmanship/fair play means playing as a good sport and following the moral values of honesty and justice (Lumpkin et al., 2002). The player plays by the rules and is fair and honest to his/her opponents.

"Character education refers to the deliberate and intentional activity of cultivating, modeling, and teaching moral growth and moral judgment" (Stoll, 2000, p.3). The goal of this process is for individuals to build moral habits with a disposition to act upon moral judgment (Kohlberg, 1981).

Components of Moral Character

Moral character development is a combined lifelong formal and informal educational process (Stoll & Beller, 1999) with three interrelated dimensions: knowing, valuing, and doing the right thing (Lickona, 1989), with the result being moral character.

Informal Character Education Programs

Environment

The informal process of moral character development is highly influenced by the environment ("...all of life's lived experiences, which begins with our immediate families, family traditions, family values, religious training, and family history...school work and play,") as well as television, newsprint, sports, and movies (Stoll & Beller, 1999, p. 2). While individuals learn from their family, traditions, friends, and religious groups, when they enter the world of sport, they tend to be heavily influenced by what their peers value and practice. Societal norms, values, and practices in general and in sport also shape the environment as does the media through television, movies, and newsprint (Stoll, 2000). In order to affect character positively, environmental character education programs attempt to shape the groups that influence the athlete's thinking and behavior to encourage the athlete's moral actions so they are more respectful to others.