By Pete Van Mullem and Lori Gano-Overway
(August 17, 2021)

(Editor’s Note: The following is an excerpt from the book: To Be a Better Coach – A Guide for the Youth Sport Coach and Coach Developer – Published by Rowman & Littlefield, 2021)

Marty Lawson strode off the football field toward the locker room at a steady pace. Marty was only four years removed from his high school playing career and was serving his first season as an assistant high school football coach. Today was his day to supervise the locker room. As he entered the building and barreled down the stairs toward the team changing area, Marty’s left knee twinged with pain from the three knee surgeries he endured over four years. The surgeries had prematurely ended his chances of a collegiate football career, leading him to his current coaching role sooner than he expected. His pace slowed as he approached the locker room and he could hear several athletes boasting about a team initiation event this coming Friday. Then he heard a player say, “Shush, one of the coaches might be coming.”

Marty paused his stride briefly and then continued into the locker room. The athletes became eerily quiet for a locker room full of teenagers. Uncomfortable in the moment, Marty decided to diffuse the silence with a comment about an amazing catch made by one of the athletes during practice. The stillness passed and athletes began jabbering about the catch and boasting about their own prowess on the field. Marty distanced himself to the coach’s office and waited for the other coaches. Alone with his thoughts, Marty contemplated what he should say about what he overheard. Although he had participated in a few initiation-type activities as a football player, he understood that this type of behavior was unacceptable and against school policy. Marty even recalled the athletic director discussing the dangers of not monitoring potential hazing-type activity during the preseason coaches meeting. Furthermore, he had been at the receiving end of a hazing incident and could still remember the humiliation. But he was conflicted. A little hazing seemed like a normal part of playing football, at least on the teams he played on and his coaches had never intervened. Plus, the athletes would probably know that he had heard them in the locker room and turned them in. Besides, he thought hesitantly, I turned out fine. As the other coaches piled into the coaches’ office, Marty decided to just ignore what he had overheard.

Coach Marty Lawson’s ethical mind-set is on display in this scenario. Using Lickona’s model¹, we can further examine the development of  Coach Lawson’s ethical mind-set (Figure 3.1).

• Moral knowing: Coach Lawson’s inexperience as a coach and his age (mid- twenties), may limit his experience and understanding of moral values. Even though he is aware of the potential dangers of hazing-type behavior (education received during preseason coaches meetings), he may not understand the moral implications (lack of respect or harm). In addition, he may lack formal training (education) on how to recognize and deal with scenarios involving hazing.
• Moral feeling: Coach Lawson may be empathic toward athletes at the receiving end of a hazing initiation based on his previous experience. The conflict he is feeling hints that his conscience tells him this type of behavior is unacceptable. Yet, his lack of moral coaching role models during his athletic career in regard to hazing may limit his ability to demonstrate empathy in this scenario, as Marty may feel that hazing is a normal part of playing football.
• Moral action: Possibly due to his inexperience as a coach, lack of formal training as a coach, and previous experience as an athlete, where hazing- type behavior seemed to be accepted, Coach Lawson may lack the competence to take moral action and share his concern with the coaching staff.

Consistent behavior over time indicates the manner in which one approaches ethical scenarios. Because Coach Lawson is conflicted on the best course of action to take in regard to reporting the potential hazing incident or not (ethical dilemma), he demonstrates that he understands the moral implications of one’s behavior on others (moral knowing and moral feeling). However, due to his lack of experience and minimal formal training as a coach, he may not feel competent to take moral action. Therefore, his ability to make decisions regarding ethical dilemmas may be limited.

1. Developmental psychologist, educator, and author Thomas Lickona describes the development of one’s character as the interaction between moral knowing, moral feeling, and moral action. For a more detailed understanding of Lickona’s work see Educating for Character: How Our School Can Teach Respect and Responsibility by Thomas Lickona, Bantam Book, New York, 1991 – pages 52-63.

To Be a Better Coach was published in partnership with the United States Center for Coaching Excellence (USCCE). For a copy of the book visit: https://rowman.com/ISBN/9781538141977/To-Be-a-Better-Coach-A-Guide-for-the-Youth-Sport-Coach-and-Coach-Developer