1. Does Fair Play Belong in High School Athletics? David Hansen, Ph.D. Sharon Kay Stoll, Ph.D. & Jennifer M. Beller, Ph.D. Center for ETHICS* University of Idaho

2. Center for ETHICS* University of Idaho Education and Fairplay… Can Ethics be Taught?  Environment  Modeling  Education

3. Center for ETHICS* University of Idaho A Schematic of the process of moral education from learning to doing.....in Personal Morality EnvironmentModelingCognitive Dissonance *See, T. Lickona, Educating for Character Copyright 1994, Sharon K ay Stoll, Ph.D. Center for ETHICS* Informal LearningFormal Instruction The Triad of Character Development* Valuing Knowing Doing Past & Present Experiences.... Moral Instruction, moral reasoning... Family, Friends, Teachers... Learning Personal Morality Moral Education

4. Center for ETHICS* University of Idaho 62.1 71.9 56.8 65.3 72.2 56.0 Longitudinal Effect of Intervention & Competition on University Age Athletes Significant Difference from pretest to posttest and posttest p<.05

5. Center for ETHICS* University of Idaho A Combined View of Successful & Unsuccessful Moral Reasoning Methodologies

6. Center for ETHICS* University of Idaho Problem with implementing education Costly, money for for materials, instruction, methodology. Time Consuming – approximately 18 weeks, as per the Kohlbergian Model. Little to no research to support education based on video approach.

7. Center for ETHICS* University of Idaho The Question: Could a Training Model Affect Reasoning? Training versus education  Peter Arnold What would happen with cognitive knowledge through a short training education program?

8. Center for ETHICS* University of Idaho

9. Center for ETHICS* University of Idaho What this means… The concept of fair play can be inspired in a short period of time. Video programming appears to positively affect appreciation of fair play and sportsmanship.