The Coach’s Role in Creating Moral Group Norms in Youth Sport

Abstract

Though commonly emphasized by parents, coaches, and youth sport organizations, relatively little research exists with regard to morality in youth sport. In this Insights paper, we utilize Shields and Bredemeier’s 12-component model of moral action to help coaches become aware of how sport contextual influences, personal competencies, and ego-processing variables influence the moral behavior of their athletes. With insight from conversations with youth sport coaches, in addition to empirical and professional practice evidence, we provide coaches with three practical strategies they can use to: (a) consider how morality fits into their coaching philosophy, (b) create moral group norms within their teams, and (c) integrate moral decision-making into their practice plans.

Coaches’ Experiences of Morality in English Professional Football Environments: Recommendations for Creating a Moral Atmosphere

“…This coincides with literature where coaches struggled to define morality (Rudd & Mondello, 2006). This seems to be a continued issue in coaching research (e.g., Shigeno et al, 2019), therefore an applied implication is that coaches need to continue to reflect on their understanding of morality in sport. A potential reason for this lack of understanding is limited education (e.g., prior learning) on the concept, as exemplified here, by the well-qualified (obtained UEFA A/B licenses) coaches not recalling being educated on the concept.…”

“…When discussing morality, the term 'moral atmosphere' is often used to describe the shared behaviours, norms, and values deemed acceptable to the group (i.e., team), which in turn have an influence on its members' behaviour (Shields & Bredemeier, 1995). The conventions described can be referred to as collective norms that comprise the attitudes, beliefs, and behaviours expected from group members and are habitually created and endorsed by the coach (Shigeno et al, 2019). Collective norms (i.e., beliefs) and values reside within coaching philosophy, which is seen as an amalgamation of axiology (e.g., values of importance, and ethical and moral values), ontology (e.g., beliefs about the nature of existence), and epistemology (e.g., beliefs on the nature of knowledge), which can be influenced by the social context (i.e., moral atmosphere) and structure a coach resides within (see Cushion & Partington, 2016).…”

“…Atkinson suggests that the undervalue of morality in education may contribute to a lack of teaching, which consequently results in poor understanding of this concept (Peláez et al, 2016). Therefore, coach development programs should intertwine the education of morality concepts to better develop coach understanding (Shigeno et al, 2019).…”

Bracketed morality in sport

“…The key factor is moral atmosphere, 22 the culture and collective norms of behavior developed through group members interaction. Every sport team or sport club is characterized by a specific moral atmosphere: what is considered good and bad, acceptable-unacceptable, desirable-undesirable, how we do things around (e.g.…”

“…Maria Kavussanu, Glyn C. Roberts, and Nikos Ntoumanis, "Contextual Influences on Moral Functioning of College Basketball Players," The SportPsychologist 16, No. 4 (2002): 347-67 22. F. Clark Power, Ann Higgins, and Lawrence A. Kohlberg, Lawrence Kohlberg's Approach to Moral Education (New York: Columbia University Press, 1989) 23.…”