CHAPTER I

INTRODUCTION

Human beings are called social animals because of the reason of being

sociable they need to stay connected with society. To stay connected with society they

have to follow some rules and regulations given in their religion or in their society.

Similarly, Sportsmen are an integral part of a society and like common masses they

also have to deal with other persons. While communicating with others they also have

to follow some rules, some ethics. They have to remain within the limitations of

morality given by their society. Whatever is their living style, their ethnic rules or

their organic rules they also have some effects from sports on their ethics and

morality. So ethics has to do with what a player’s feelings tell him; is right or wrong.

Ethics has to do with his religious beliefs and being ethical is doing what the

law requires. Ethics consists of the standards of behavior our society accepts. We

don't know what the word means. These replies might be typical of our own. The

meaning of "ethics" is hard to pin down, and the views of many people have about

ethics are shaky. Many people tend to equate ethics with their feelings. But being

ethical is clearly not a matter of following one's feelings. A person following his or

her feelings may recoil from doing what is right. In fact, feelings frequently deviate

from what is ethical.

Not should one identify ethics with religion. Most religions, of course,

advocate high ethical standards. Yet if ethics were confined to religion, then ethics

would apply only to religious people. But ethics applies as much to the behavior of

the atheist as to that of the devout religious person. Religion can set high ethical

standards and can provide intense motivations for ethical behavior. Ethics, however,

cannot be confined to religion nor is it the same as religion.

 Being ethical is also not the same as following the law. The law often

incorporates ethical standards to which most citizens subscribe. But laws, like

feelings, can deviate from what is ethical.

Moral theories are large and complex things; definitions are not. The question

of the definition of morality is the question of identifying the target of moral

theorizing. Identifying this target enables us to see different moral theories as

attempting to capture the very same thing. In this way, the distinction between a

definition of morality and a moral theory parallels the distinction drew between the

general concept of justice and various detailed conceptions of it.

Rawls’ terminology, however, suggests a psychological distinction, and also

suggests that many people have conceptions of justice. But the definition/theory

distinction is not psychological, and only moral theorists typically have moral

theories.

There does not seem to be much reason to think that a single definition of

morality will be applicable to all moral discussions. One reason for this is that

“morality” seems to be used in two distinct broad senses: a descriptive sense and a

normative sense. More particularly, the term “morality” can be used either

Descriptively to refer to certain codes of conduct put forward by a society or a

group (such as a religion), or accepted by an individual for her own behavior, or

Normatively to refer to a code of conduct that, given specified conditions,

would be put forward by all rational persons.

Any definition of “morality” will need to specify which of the codes put

forward by a society or group count as moral. Even in small homogeneous societies

that have no written language, distinctions are sometimes made between morality,

etiquette, law, and religion. And in larger and more complex societies these
 distinctions are often sharply marked. So “morality” cannot be taken to refer to every

code of conduct put forward by a society.

1.1. Statement of Study

The aim of this study is to explore what are the Effects of sports on the Ethics

and Morality of Players.

1.2. Significance of the study

The main benefit of this research is to know the actual effects of sports on the

ethics and morality of players. It determines how much one achieves positive effects

on his sportsmanship. Self-esteem and reverence between one’s self-image (How one

feels) and one’s ideals self (how someone would ideally like to be) may be accessed

through this research. The shorter the gap is between these two the higher positive

effects will be achieved from sports on a player’s ethics and morality. So, this

research would be helpful for the upcoming players to know the positive effects of

sports and to pave new ways in the field of sports and games.

1.3. Objectives of the study

The aim behind this topic was to realize and to tell others that sports and

games are powerful for maintaining a person’s future. It is thought that sports are just

for leisure but through this study I would like to tell others that sports have such a

positive result on our whole life which other fields would not. I would like to share

my personal research study to others to tell them along with financial aid sports also

have positive effect on Ethical and Moral behavior of a player.

The research is done with some key objectives as:

 To analyze the actual effects of sports on ethics and morality of players.

 To expose the positive effects of sports on ethics and morality of players.

 To give suggestions how one can achieve positive effects through the field of sports.
 1.4. Research Questions

 Sports teach us to become a good person and good citizen.

 Player learns their responsibilities and duties form sports.

1.5. Limitations

Keeping in view the paucity of time and resources, it has been considered

advisable to restrict this study to district Lahore.

1.6. Delimitations

The study is further delimited to the students of different departments of

University of Punjab.

1.7. Definition of key terms

Ethics: Moral principles that govern a person's behavior or the conducting of an

activity.

Morality: Principles concerning the distinction between right and wrong or good and

bad behavior.

Sports: An activity involving physical exertion and skill in which an individual or

team competes against another or others for entertainment.

Player: A person taking part in a sport or game.

Effects: A change which is a result or consequence of an action or other cause.

 CHAPTER II

LITERATURE REVIEW

2.1. Ethics and Morality

Ethics refers to logical values of true and mistaken that set what humans have

to do, typically in conditions of rights, obligations, payback to culture, justice, or

exact virtues. Ethics, for example, refers to those standards that impose the sensible

obligations to desist from rape, theft, kill, attack, slur, and scam. Ethical values also

take in those that tell character of honesty worry, and dependability.

2.1.1 What Are Ethics?

Different scholars give different views about ethics but the most universal

definitions of ethics are:

 "Ethics has to do with what our feelings tell us what is right or wrong."

 "Ethics has to do with our religious beliefs."

 "Being ethical is doing what the law requires."

 "Ethics consists of the standards of behavior our society accepts."

Finally, being ethical is not the same as doing "whatever society accepts." In

any society, most people accept standards that are, in fact, ethical. But standards of

behavior in society can deviate from what is ethical. An entire society can become

ethically corrupt. Nazi Germany is a good example of a morally corrupt society.

Moreover, if being ethical were doing "whatever society accepts," then to find

out what is ethical, one would have to find out what society accepts. Further, the lack

of social consensus on many issues makes it impossible to equate ethics with

whatever society accepts. Some people accept abortion but many others do not. If
being ethical were doing whatever society accepts, one would have to find an

agreement on issues which does not, in fact, exist.

What, then, is ethics? Ethics is two things. First, ethics refers to well-founded

standards of right and wrong that prescribe what humans ought to do, usually in terms

of rights, obligations, benefits to society, fairness, or specific virtues. Ethics, for

example, refers to those standards that impose the reasonable obligations to refrain

from rape, stealing, murder, assault, slander, and fraud. Ethical standards also include

those that enjoin virtues of honesty, compassion, and loyalty. And, ethical standards

include standards relating to rights, such as the right to life, the right to freedom from

injury, and the right to privacy. Such standards are adequate standards of ethics

because they are supported by consistent and well-founded reasons. Secondly, ethics

refers to the study and development of one's ethical standards. As mentioned above,

feelings, laws, and social norms can deviate from what is ethical. So it is necessary to

constantly examine one's standards to ensure that they are reasonable and well-

founded. Ethics also means, then, the continuous effort of studying our own moral

beliefs and our moral conduct, and striving to ensure that we, and the institutions we

help to shape, live up to standards that are reasonable and solidly-based.

2.1.2 What is Morality?

Morality can be a body of standards or principles derived from a code of

conduct from a particular philosophy, religion, or culture, or it can derive from a

standard that a person believes should be universal. Morality may also be

specifically synonymous with "goodness" or "rightness."

Morality is the human attempt to define what is right and wrong about our

actions and thoughts, and what is good and bad about our being that we are. But that's

not really all that simple, is it? Philosophers have been attempting to provide answers
 to this question for thousands of years! Perhaps if we stand upon their shoulders and

look at this question we can find some answers that will be meaningful for us.

2.1.3 What is good?

We must begin with a foundation upon which to build our understanding of

morality, so let's begin with defining what is meant by 'good.' After all, that seems to

be the focal point of understanding morality; understanding what it means to be good.

Lots of things are referred to as good. Food is good. Sleep is good. Playing games and

hanging out with friends is good. Chocolate is good! Actually, chocolate is very good.

But a list of things we personally find to be good doesn't offer much help in

understanding morality, or what it means to be good. So we need a baseline of

fundamental ideas in order to shape our understanding of goodness. So what is

necessary for something to be considered good? Classical ideas break it down into

five different elements.

 Pleasure

 Happiness

 Excellence

 Creativity

 Harmony

2.2 Ethics and Morality

Ethics (also known as moral philosophy) is the branch of philosophy which

addresses questions of morality. The word "ethics" is "commonly used

interchangeably with 'morality,' and sometimes it is used more narrowly to mean the

moral principles of a particular tradition, group, or individual."Likewise, certain types

of ethical theories, especially deontological ethics, sometimes distinguish between

ethics and morals: "Although the morality of people and their ethics amounts to the

same thing, there is a usage that restricts morality to systems such as that of Immanuel

Kant, based on notions such as duty, obligation, and principles of conduct, reserving

ethics for the more Aristotelian approach to practical reasoning, based on the notion

of a virtue, and generally avoiding the separation of 'moral' considerations from other

practical considerations."

In the first instance, the words “ethics” and “morality” are used

interchangeably in everyday language. Many mainstream philosophers have come to

question the concept “morality” as a peculiarly western convention whose ambitions

to universalize guides to right conduct were overly ambitious in scope. Along with the

project of modernity, philosophers were looking to universalize ethics along the lines

that scientists had so powerfully done in discovering natural laws and thereby

“mastering” the world. A number of traditions of moral thinking emerged which

shared certain features in their development of systems of thought that ought to guide

the conduct of citizens of the globe wherever they existed. In this modern

philosophical vein, “ethics” was used to refer to the systematic study of morals; i.e.

Universal codes or principles of right conduct. The distinction between rules,

guidelines, mores or principles of living (“morality”) that exist in time and space and

systematic reflection upon them (“ethics”) is still worth observing. The idea that

morality refers to what all reasonable persons will conform to, requires much more

careful attention.

Having suggested then, a distinction between “morality” and “ethics”, it is

worth noting that the very concept of “ethics” itself is a hotly contested one. There are

a host of theoretical positions too numerous to list here (but including

contractarianism, emotive, intuitionism, and rights theory in the West, and a host of
religion-ethical systems such as Confucianism in the East). One common way of

capturing the contentedness of the terrain has been caught up in the terms “descriptive

ethics” and “normative ethics”. Ultimately, the distinction cannot survive close logical

scrutiny, but it can be useful in detecting what are at least prima facie differences in

the aims of certain philosophical and social scientific scholars interested in a range of

concepts and practices such as admiration, cheating, deceiving, lying, promising,

respecting, virtues and vices and so on.

2.3 Moral Development and Sports

We want our kids to develop strong characters. But we don't want them to

merely have strong characters; we want them to have good characters. A person with

good character possesses virtue, which is a disposition to act in a particular way. But

virtue is not just about action, it is also intellectual and emotional. That is, a person

with good character, a virtuous person, acts from good reasons and strong passions.

Sports are one arena in which moral development can occur. Such

development happens by way of both imitation and initiation. A child learns how to

play soccer by imitating those who are good at the sport. Similarly, a child can learn

how to be virtuous by imitating those who are morally good. Initiation is important as

well. The experienced practitioner, whether of soccer or morality, will provide an

example of what it is to excel and initiate the young into the proper habits of the

practice. Children need to be encouraged to be committed to sports as moral practices,

which mean that they will play the sport as it ought to be played rather than in

immoral ways.

Those who play well display such virtues as magnanimity, fairness, respect for

the rules, and cooperation. These virtues are often embedded in the traditions of a

particular sport which encourages their formation and display by those who play. For
example, in soccer, imagine that a player from Arsenal is injured on the field. Their

opponent, Manchester United, has the advantage and is attacking, but they

intentionally kick the ball out of bounds so that play is stopped and the injured

Arsenal player can receive medical attention. According to the rules of the game, the

ball belongs to Arsenal because it was put out of play by Manchester United.

However, according to the tradition inherent in the sport, Arsenal will throw the ball

in to their opponent, and play will resume with Manchester United in possession. This

is but one example of how fairness is a deep value within the sport, even if it is not

always displayed by players (think of the exaggerated agony often on display).

As the young see, imitate, and are initiated into fairness in this and other ways,

they can begin to develop it as a trait of character. However, this requires that they see

and be committed to sports as moral practices. It also requires that coaches, parents,

and fans be committed to sports in the same way. While this is idealistic, we must

remember that traditions, including the traditions in sports, are ultimately under our

control. Sports are what we make them: fun, competitive, demanding, and a place

where strong and good character can be formed, displayed, and reinforced.

2.4 The Moral Significance of Sports

There is no doubting that sports play a significant role in the lives of many

Americans and indeed of many people around the world. What accounts for this

fascination? It is doubtful that sports simply provide an outlet for violence in society.

This is too simplistic. Sport, I maintain, fascinates for many reasons, including its

beauty and its display of morally heroic virtues. Human beings admire the beauty and

grace in sport; they are moved by the discipline of the best athletes; and often it is the

heroism and courage in sport that they applaud, not the violence which occasion the

display of these virtues..

 But this is not all. I maintain that because of the nature and design of sport,

sport provides a significant moral function both for the individual and for society at

large. It does so first because it provides participants a vehicle for self-expression,

and a means of self-respect and self-development. Sport in this sense may serve as

what philosopher John Rawls calls a “social union” in a society of social unions, a

community of people with shared ends and common activities valued for themselves,

enjoying one another’s excellences and individuality as they participate in the

activities.”

Second, because sport is a microcosm of society, it dramatizes the social

order. As a microcosm, sport represents the social order in miniature, a “slice of life”

and exhibits that slice in an exaggerated and dramatic form, much as a play

dramatizes an episode of life. Sport mirrors or reflects society, its virtues and vices,

but unlike a mirror, which is passive, sport is active. It reflects back on society; its

reflection affects what it is a reflection of. And finally, because sport functions

analogously as an art form, as a controlled expression of emotion, it enhances the

notion of sport as a social union, and further serves a significant moral function in the

dramatization of sport as a microcosm of society.

2.5 Paradigm of Sport

In its paradigmatic form, sport can serve illuminate its moral significance,

both negatively and positively. Four features exemplify sport in its paradigmatic

form: 1) Sport is a freely chosen, voluntary activity; 2) Sport is rule governed with

two sets of rules; 3) Sport is physically challenging; 4) Sport involves competition in

a mutual challenge to achieve excellence. These features provide neither an

exhaustive nor exclusive definition, but a model to examine the moral significant

features of sport.
 First sport is a freely chosen, voluntary activity whose participation is an

expression of the individual’s creativity and his or her freedom to choose. Thus, sport

is a UN alienated activity, and as such is included in what Marx called “the realm of

freedom.” As a UN alienated activity, sport has as its end the activity itself. Thought

it may serve other purposes, it is an activity complete in itself. It does not have to

have a product nor provide a service, nor is it a means to an end outside itself. Sport

is an end in itself.

Of course, those who participate in a sport necessarily have goals. For

example, to play basketball is necessarily to have the goal of scoring baskets. But the

goal is within the context of the activity itself. That is, in stating the rules of the

game, one necessarily states the goals internal to it which the participants must have.

But the participants need not have goals external to the game.

In its paradigmatic form them, participation in sport is both conscious and

free, and the participants know and freely abide by the rules. This voluntary co-

operation is required to begin, continue, and end the activity. Thus, for example,

when I play basketball, tennis, or golf, I freely choose to do so and am conscious of

my freedom to participate in the activity for no end outside the activity itself. Neither

my existence nor my subsistence depends on my participation in the activity.

The second feature of sport in its paradigmatic form is that it is rule governed.

There are two different sorts of rules that are important to sport: regulative rules, e.g.

decency or fair play, and constitutive rules. Some sports have more rules than others,

and some may have only one sort. First there are rules of decency, safety, and fair

play. For example, in boxing one cannot hit below the belt; in football one cannot

tackle by grabbing the face mask or tackle a non-ball carrier from behind; in baseball

one cannot throw at the batsman’s head; in cricket one cannot continually bowl
bodyline, etc. There are very many rules for decency and safety, and when violated

players are penalized. Rules of fair play include penalties for moves of strategy within

the game. Rules of decency reflect basic moral standards. The basic ground rules are

accepted, and they may be manipulated for strategy, but must not overstep prohibitive

ones without swift punishment (e.g. fighting, biting, etc). The death of ethics is the

sabotage of excellence.

Added to the rules of decency and fair play are constitutive rules which the

game and the permissible moves. Their existence comes from their acceptance.

Constitutive rules define the activity and are designed to develop and exhibit distinct

sets of skills and talents. In combination these rules impose a discipline and create a

framework for self-expression and self-development. These rules require

calculations, decisions, strategies, and mental agility as well as a physical challenge.

Thus, when I agree to play basketball, I agree first of all to abide by the rules which

define the game, and the rules of decency, safety and fair play within the game.

Further, I use these rules as a disciplined means of self-expression and self-

development. In playing basketball, for example, I cannot put the ball in the basket

any way I choose. I must put it in the basket in the ways the rules permit. I cannot

stand on a ladder, knock someone out of my way or climb on someone to reach the

basket. Nor can I score a basket by sending the ball through the bottom of the net. To

be sure these attempts use some skill and ingenuity, but the rules impose a kind of

discipline that requires me to devise ways of scoring a basket which require skill,

bodily excellence and ingenuity. The rules force me to use various strategies to create

moves to score within these carefully specified rules.

Now it is a fact that not all sports impose a defining set of rules, for example,

mountain climbing. However, besides the rules for safety, there are impositions that
require bodily excellence and ingenuity, rules that require strategies for climbing to

reach the top. The goal is not just to reach the top, but to climb to reach the top, and

this requires adherence to rules, or laws, of nature. No artificial rules need be

imposed.

It is this rule-governing feature that contrasts sport to play, where the rules are

simply the more general rules of the society. In play there is little to guide the play

activity except the general rules that guide normal human behavior, in particular rules

against harming others. But such rules impose no discipline for self-expression or

self-development. (They do serve to develop character however.) The rules of sport,

on the other hand, provide a framework for creativity in accordance with aesthetic

standards, requiring both mental and physical energies. It is this last notion which

signifies the third feature of sport.

The third feature of sport in its paradigmatic form is that sport is physically

challenging. This feature contrasts sports to games. It is the rule-governing feature of

sport that makes sports coextensive with games, but games to not always emphasize a

physical challenge or require bodily excellence. Both sports and games are rule-

governed, but not all games are sports, and are not when there is no physical

challenge. Thus, for example, chess is a rule-governed activity and is a game, but it

does not qualify as a sport because it is not physically challenging. The rules which

define the sport activity are specifically designed for displaying and expressing bodily

performance and aimed at bodily excellence. Thus, these rules often create artificial

obstacles for just this purpose. Further, often rule changes are made for just this

purpose. Without these rules no particular bodily perfection would necessarily be

exhibited.
 Using the example of basketball again, rules and obstacles are designed so that

baskets scored require skill, coordination, strategies, and bodily excellence. The

obstacles and rules present a challenge. The size of the court forces the action in a

relatively small area. The “three-second lane” forces continuous action around the

basket and prevents very tall players from simply standing next to the basket for a

dunk. This is why we have heard some advocate for raising the rim of the basket to

eleven or twelve feet, so that the tallest players must create moves which require

bodily excellence. Dunking itself displays a tremendous amount of ability

coordination, timing, jumping ability and balance. It is probably one of the most

beautiful moves in basketball because it requires such a combination of abilities

mental and physical.

A rule that imposes another discipline is the shot clock. In college men’s

basketball the shot clock is 35; women’s is 30; and in the professional game it is 24

seconds. The shot clock requires a basket to be attempted with the time allowed.

This not only requires bodily excellence, it requires mental concentration and

strategies. Interestingly the women’s rules, once they changed to approximate the

men’s rules, included a 30-second clock in their revision, and this still remains.

Professional men’s basketball has required a 24-second clock since 1954. In every

case the clock serves to keep the game challenging, mentally and physically, and also

serves for spectator appeal.

Obviously some sports impose more obstacles and discipline than others.

However, as I mentioned above, not all obstacles need be artificial. The mountain

itself is the obstacle in climbing; as the water is for kayaking and white water rafting.

But all impose some obstacles providing a physical challenge, and forcing the

participant to create ways to display their abilities. Cricket, for example, does not
allow the bowler to throw the ball to the batter in the same way the pitcher throws to

the batter in baseball. Also the bats are very different. But in both baseball and in

cricket the bats are very specifically designed with definite specifications stipulated

by the rules. All these rules, obstacles, and equipment specifications are designed for

displaying and creating bodily excellence.

What is interesting and significant is that the different sets of rules which

define different sports are designed to exploit the different bodily excellences which

correspond to the different body types in men. A good basketball player for example,

does not necessarily make a good football player; a good football player does not

necessarily make a good swimmer, etc. The point is that certain body types fit

different types of sports. There presently exist sports opportunities for nearly every

male body type; though there have been great strides, this is not the case for women.

Women cannot as a rule compete in football and boxing, nor compete with men in

most other sports. Although there will always be exceptions, because these are

exceptions there will always be societal prejudice which guarantees inequalities of

opportunities. Therefore, there is a case for developing sport activities that exploit

women’s body types. In some cases this may simply involve revising the rules of

existing sports, such as in basketball by reducing the size of the basketball for the

college players. In other cases it may require developing entirely new activities. In

any case since sport is already the single most available activity for self-expression

for men, as is clear by the great variety of sports which serve most men’s body types,

it seems reasonable that similar activities ought to be provided for women. It is

interesting to note that basketball was originally created for men to play in the winter

between the fall and spring sports. This testifies to the truth that a sport can be a fresh

creation made to satisfy definite purposes; other sports could be similarly created. is
also fascinating about basketball is that women played the same game as the men in

1892, but due to concern for women’s bodies, it did not develop as the men’s game

did, and only in 1976 was women’s basketball an Olympic sport.

The final feature of sport in its paradigmatic form is that it requires

competition. And it is in competition that the mental and physical skills, talents, and

coordination come together. Competition in sport obviously compels the players to

exercise and develop their mental skills. Each must develop strategies to counter a

competitor’s skills and strategies. Here coaches often play significant roles; they are

the skilled strategists and work with the athletes in practice and discuss the mental

aspects of the sport in the locker room. But once on the court or the playing field, it is

up to the athletes to make quick calculations and decisions. Only the most basic plays

and moves become automatic. It is seldom that every play of the game is automatic,

so quick calculations and decisions based on past behavior and conduct is required.

The quarterback in football must be able to “read” and understand the opposing

team’s defense and then call the next play accordingly. And if the defense shifts in

anticipation or if the play does not go quite as it should, the quarterback must make a

quick calculation and decision, and the other players must do the same. Good players

are neither afflicted with decidophobia nor rashness. In most activities challengers

change in unpredictable ways and so one must be prepared to counter within the rules.

Making these decisions in those circumstances can serve an important moral function.

It is not only in sport that one has to make decisions quickly, but not rashly.

It should be noted here that not all sports require person-to-person competition

or even team competition. There are different forms of competition. Sports such as

rock and mountain climbing do not require competition between persons; rather they

pit a person against nature. This may be understood as “contention” rather than
competition; but the requirements are the same in that one must put ones mental and

physical skills to the test. However, while this is the case, in analyzing the moral

significance of sport, my discussion centers on the person-to-person aspects especially

seen in organized sport.

This feature of sport dramatizes the morality of a community in competition.

Sport dramatizes how competition can lead to friendship, to a cooperative challenge

toward a shared end. When the game is played fairly according to the rules of the

game, and when the competitors are relatively evenly matched, the participants take

pleasure in a well-played game, whereby the participants put out their best efforts in

the desire to win. This requires the cooperation of all involved. The shared end is the

game well played. Without the cooperative efforts of the participants, referees, etc,

such an end cannot be achieved. This cooperative effort constitutes a mutual

challenge. I am challenged by my competitor as she is challenged by me. I am not

interested in destroying her as an enemy, nor subjugating her. I do not view her as an

enemy, but as a challenger, someone who by her efforts makes me work hard to

develop my abilities. In this way I respect her as a person with similar abilities and

virtues and also respect myself in this mutual cooperative challenge. That

competition leads to friendship is epitomized by the traditional handshake at the end

of the competition. That the competitors are saying in this symbolic gesture is,

“Thanks friend, I could not have done it without you. Thanks for the challenge.”

Unfortunately sport also dramatizes how competition may lead to combat. But

the dramatization in either case serves as a significant moral function. It shows our

intense passion and desire to be victorious as well as our failures. Competition as a

challenge to better oneself is a value to society and to the individual. This is not

unique to sport situations; it is important in all fields of endeavor. Competition is

valuable when it is viewed as a cooperative challenge and not as combat, when it is

viewed as a means to friendship and not as a means to alienation. In these ways

competition does serve to develop citizens as well as individuals. Competition

enables participants to deal properly with other realities.

Now, of course, this does not carry over into all activities and realities. It does

not mean, for example, that participants now put as much energy into activities they

dislike or find great difficulty doing. There are, of course, aberrations, and these

aberrations are definitely dramatized in a sport context. This is especially seen when

competition is viewed as combat, emphasizing the “win-at-all-costs” syndrome, and

when viewed as a zero-sum game. It has been argued that these are essential features

of competition. But if my analysis is correct, these “features” are not essential to the

notion of competition and are, as I have noted above, aberrations.

The point of competition is not just to win, but to function at a maximum, to

develop oneself to the fullest, and to do this one must compete against those who

challenge. If it were simply to win, one would choose weak opponents that one could

always defeat. Generally one prefers to lose against a strong opponent than win

against no competition at all. This is evidenced by the expression “hollow victory.”

Certainly winning is part of the game (i.e. someone must win), but one does not see

an opponent as an enemy to be defeated, but one whose excellences challenge and

make possible one’s own best performance. This point was made clear to me in the

1993 National Indoor Tennis Championship. Roland Thornquist of the University of

North Carolina disagreed with a line call that was in his favor saying, “I’d rather lose

a match and be a good sport than cheat and win the match. I think you win in the long

run.” This epitomizes competition in sports. The goal is not to destroy, but to achieve,

to discover how effectively one’s power can used to bring about a successful outcome
under the established rules, not at all costs. Again here I am talking about person-to-

person competition. These observations are not present in all kinds of competition, as

I noted above, but perhaps we ought to derive our model of competition from that of

the mountain climber, or kayaker, or rower, where strategy is used to challenge the

mountain or the river. The point is not to subjugate, but to challenge, to achieve,

where the struggle involves the process, he desire to be tested. The win-at-all-costs

syndrome does not seem to be present in sports where the competition does not

involve other persons. Much can be learned from this and transferred to the person-to-

person organized sports which are the focus of this project.

“When most oarsmen talked about their perfect moments in a boat, they

referred not so much to winning a race as to the feel of the boat, all eight oars in the

water together, the synchronization almost perfect. In moments like that, the boat

seemed to lift right out of the water. Oarsmen called that the moment of swing. … it

allowed you to trust the other men in the boat. A boat did not have swing unless

everyone was putting out in exact measure, and because of that, and only because of

that, there was the possibility of true trust among oarsmen.” This same moment of

“swing” can be seen in other team sports when the play works beautifully because

everyone is putting out the same energy to be synchronized with each other.

These four features constitute a schema for sport in its paradigmatic form, and

it is these four features that characterize the importance of sport. Sport, therefore, is a

UN alienated activity which is required for self-development, self-expression, and

self-respect. This is part of its fascination. I do not deny that other activities provide

vehicles for these goods; there are others. What I contend is that sport is the single

most available means and single most participated means for attainment of these
goods. It is in this sense that sport is the art of the people and is therefore morally

significant.

2.6 Sports as a Microcosm

It has been argued by many that sports mirrors the society in which they

operate. In this way sport is a microcosm of society. Sport is society in miniature,

complete with all its conflicts, assets, and defects. Society is lived by people and

sports are played by people. Sports provide an effective medium for bringing out the

characters of people. They serve to bring out the best and the worst of people. In

observing sport as a microcosm, just as there is corruption in society, there is

corruption in sports; just as there is violence in society, there is violence in sports; just

as there are drugs in society, there are drugs in sports. On the other hand, just as there

are rules of conduct in society, there are rules of conduct in sport; just as there are

successes and heroes in society, there are successes and heroes in sports. In all these

ways and others, sports reflect the society in which they operate. But while I agree

with this analysis, it is only part of the picture. Sport is more than a mirror reflection.

A mirror provides a passive reflection, but sport is not a passive reflection. Sport is

active and affects what it is a reflection of. Further sport not only reflects society, it

also dramatizes the social order. These unique aspects are what make clear the moral

significance of sport both for the individual and society at large.

In its being a miniature of society, it compresses and heightens aspects of

society, much like a dramatic presentation. Aspects of society are exaggerated and

dramatized, and in this way are made clear to all of us. Like drams, sport may reveal

to the society virtues it has not yet recognized, or present new values to the society

and criticize old ones, or dramatize the established virtues and values in a society.

For example, in the triathlon competition perseverance is dramatized in the mere

attempt to finish the competition. This dramatization shows the virtue of

perseverance and the struggles involved. We admire the finisher as well as those who

merely push themselves to the limit in an attempt to finish.

In all of these ways sport may spur moral change. Insofar as it declares the

virtues and values of society, sport tells people when they do not live up to their

ideals, chastises them for their laxity and prods them to be better people. For

example, “that’s not cricket” is not said only in cricket.

We espouse the virtue of hard work. Sport does much to dramatize this, and it

is with this in mind that some rules changes are made. Surely some people have more

talent and aptitude than others. That is as it should be; but raw talent is usually not

sufficient. No one, no matter how apt, is naturally great. To be great, an athlete must

become great. This is why Michael Jordan is a great basketball player, and Tiger

Woods is a great golfer. They both have talent, but they dominated their sports

because they developed their natural abilities to be the best they could be. Sport

emphasizes the development of the raw talent, and this carries over into society.

We also espouse the virtues of courage, patience, sportsmanship, perseverance

and determination. These are emphasized in sports, but are also dramatized so that

when they are undermined, they become more obvious and acute. And in so doing we

chastise not only the violators but society itself for its laxity. This was illustrated

quite well in our attitude toward John McEnroe, who in his displays on the tennis

court dramatized the lack of some of our cherished values. Again some rule changes

have tried to address such behavior.

Another value society holds dear is justice as fairness. Sport may serve to

dramatize how justice ought to be administered and how fairness is emphasized. This

is done by carefully specified rules, both to define the game to provide for
development, bodily excellence, hard work and fairness, and to provide for proper

conduct within the game. With regard to the latter, penalties are swiftly and surely

dealt with. Referees and umpires mete out immediate justice. It is in playing the

game that one agrees to abide by the rules, recognizing both their importance and

their essential fairness. In this way participants are aware of each other as individuals

with shared ends. And it is in this way participants come to appreciate others as

moral persons and as such constitute a moral community.

It is because sport is an art form and dramatizes our virtues and values that we

are outraged at the aberrations. And it is therefore most important that these be

corrected within sports and don so surely and quickly. Hopefully this dramatization

and change carried over into society spurring further changes in society, which leads

me to the aspect of sport that it affects what it reflects. Sport is not a mere passive

reflection, but is active in that it affects society even when it is not intended.

We can see this in the circumstances and changes in our own society and in

sport in America, in particular baseball, football and basketball. In baseball there

were black and white leagues, no integrated teams. This was a glaring violation of the

ideal. When dramatized and thus with the emergence of Jackie Robinson into the

Brooklyn Dodgers, it stimulated or provoked analysis and criticism of wider issues in

society.

Athletes also serve as role models, as do those who run the programs. People

in power as well in other roles in our society, by their much chosen positions, take on

the duties attached with those positions, because they exemplify what is allowed in

society. This includes owners, CEOs, public athletes, professors, to name a few. It is

through these people that society learns what is proper, what is tolerated, and is right

or wrong.. Once you choose to become a public figure, you also choose the duties
 that go along with this because it is the nature of being a public figure that you affect

others in society. Since sports have become the most public of all professions, they

impose more duties. Sports figures are role models; it goes with the territory.

Sports reveal who we are and may reflect who we are in society, but it is up to

us to recognize our duties to ourselves and others. In this way sport serves a different

but compatible function. And in this function lies its moral significance.

2.7 Role of Ethics in sports

To understand the role ethics plays in sport and competition, it is important to make a

distinction between gamesmanship and sportsmanship.

Gamesmanship is built on the principle that winning is everything? Athletes and

coaches are encouraged to bend the rules wherever possible in order to gain a

competitive advantage over an opponent, and to pay less attention to the safety and

welfare of the competition. Some of the key tenants of gamesmanship are:

 Winning is everything

 It's only cheating if you get caught

 It is the referee's job to catch wrongdoing, and the athletes and coaches have

no inherent responsibility to follow the rules

 The ends always justify the means

Some examples of gamesmanship are:

 Faking a foul or injury

 Attempting to get a head start in a race

 Tampering with equipment, such as corking a baseball bat in order to hit the ball

farther

 Covert personal fouls, such as grabbing a player underwater during a water polo

match
 Inflicting pain on an opponent with the intention of knocking him or her out of the

game, like the Saint's bounty scandal

 The use of performance-enhancing drugs

 Taunting or intimidating an opponent

 A coach lying about an athlete's grades in order to keep him or her eligible to play

All of these examples place greater emphasis on the outcome of the game than

on the manner in which it is played.

A more ethical approach to athletics is sportsmanship. Under a sportsmanship

model, healthy competition is seen as a means of cultivating personal honor, virtue,

and character. It contributes to a community of respect and trust between competitors

and in society. The goal in sportsmanship is not simply to win, but to pursue victory

with honor by giving one's best effort.

Ethics in sport requires four key virtues: fairness, integrity, responsibility, and

respect.

2.8 Fairness

 All athletes and coaches must follow established rules and guidelines of their

respective sport.

 Teams that seek an unfair competitive advantage over their opponent create an uneven

playing field which violates the integrity of the sport.

 Athletes and coaches are not discriminated against or excluded from participating in a

sport based on their race, gender, or sexual orientation.

 Referees must apply the rules equally to both teams and cannot show bias or personal

interest in the outcome.

2.9 Integrity
 Similar to fairness, in that any athlete who seeks to gain an advantage over his or her

opponent by means of a skill that the game itself was not designed to test

demonstrates a lack of personal integrity and violates the integrity of the game. For

example, when a player fakes being injured or fouled in soccer, he or she is not acting

in a sportsmanlike manner because the game of soccer is not designed to measure an

athlete's ability to flop. Faking is a way of intentionally deceiving an official into

making a bad call, which only hurts the credibility of the officiating and ultimately

undermines the integrity of the game.

2.10 Responsibility

 To be sportsmanlike requires players and coaches to take responsibility for their

performance, as well as their actions on the field. This includes their emotions.

 Many times athletes and coaches will make excuses as to why they lost the game. The

most popular excuse is to blame the officiating. The honorable thing to do instead is

to focus only on the aspects of the game that you can control, i.e. your performance,

and to question yourself about where you could have done better.

 Responsibility requires that players and coaches be up to date on the rules and

regulations governing their sport.

 Responsibility demands that players and coaches conduct themselves in an honorable

way off the field, as well as on it.

2.11 Respect

 All athletes should show respect for teammates, opponents, coaches, and officials.

 All coaches should show respect for their players, opponents, and officials.

 All fans, especially parents, should show respect for other fans, as well as both teams

and officials.
 The sportsmanship model is built on the idea that sport both demonstrates and

encourages character development, which then influences the moral character of the

broader community. How we each compete in sports can have an effect on our

personal moral and ethical behavior outside of the competition.

Some argue for a "bracketed morality" within sports. This approach holds that

sport and competition are set apart from real life, and occupy a realm where ethics and

moral codes do not apply. Instead, some argue, sports serves as an outlet for our

primal aggression and a selfish need for recognition and respect gained through the

conquering of an opponent. In this view, aggression and victory are the only virtues.

For example, a football player may be described as mean and nasty on the field, but

kind and gentle in everyday life. His violent disposition on the field is not wrong

because when he is playing the game he is part of an amoral reality that is dictated

only by the principle of winning.

An ethical approach to sport rejects this bracketed morality and honors the game

and one's opponent through tough but fair play. This means understanding the rules

and their importance in encouraging respect for your opponent, which pushes you to

be your best.

2.12 Role of Sports and Ethics in Society

As children, we were taught by our parents that it is wrong to lie, cheat, and

steal. As we grow up and enter into the real world with some knowledge of right and

wrong, we see, first hand, the importance of ethics as well as its complexity. The role

of ethics in our society is very necessary because it has a large influence on today, as

well as the future. We need to learn about good ethics because they guide our

decisions, make us who we are, and determine our future.

 Ethics are learned throughout our lives as we associate with others. During

years of schooling, we learn ethics as we interact with teachers and classmates and

learn respect and other skills. In the work place, we learn responsibility, teamwork,

punctuality, and communication skills. When we understand why these ethical values

are necessary, we realize the importance they have in our success as well as our

everyday lives. We use these skills, along with our knowledge of right from wrong as

we go about various activities such as driving, buying milk at the supermarket, filing

out an application, etc. We know that it is unlawful to run a red light, shop-lift, and lie

under oath. Because good ethics make us honest, law-abiding citizens, we contribute

to the good of society.

Today's society is full of crime, irresponsibility, and dishonesty but imagines

if the entire population had no sense of ethics. The role of ethics in our society is very

important because it is the basic beliefs and standards that make everything run

smoothly. Ethics are involved in all organizations and institutions around us whether

it is political, medical, lawful, religious, or social. Ethics are what gives us comfort

knowing that we live in a country where we are able to choose. Because we believe

our doctors are ethical, we feel certain we can trust their diagnoses. If ethics did not

apply to medicine, some doctors may knowingly misdiagnose their patients just for

the sake of money rather than for the persons' health and well-being. Ethics give us

comfort that the business deal will not fall through. In today's society, laws and

contracts are enforced to make sure that the business deals are fair and that the both

people will hold up their end of the deal. Without any application of ethics, our

society would be one of dishonesty and uncertainty. Although we do not have a

perfect society, the ethics in our country is what makes the United States such a great

country.
 "Ethics is a code of values which guides our choices and actions and

determines the purpose and course of our lives." It is simply a principle that helps

promote, enhance, and maintain our lives. Ethics play a role in the lives of individuals

and each individual has an influence on society considering that all people and things

around them are affected by their choices whether they are good or bad (running a

stop sign or slowing down when the light is yellow). Many people decide early in life

if they are going to live their lives in truth or dishonesty. Ethics influence the choices

that individuals make and will eventually determine their lives and who they become.

Our beliefs, standards, and personalities are formed by the way we interpret what is

wrong and right and how we act upon these interpretations.

"Ethics is not definable, is not implemental, because it is not conscious; it

involves not only our thinking, but also our feeling. Not only do we need to know

what ethics are, but we also need to want to act upon them. People can have the

knowledge of right from wrong, but still have no desire to live and act in an ethical

manner. Alfred Adler expresses this idea by saying, "It is easier to fight for principles

than to live up to them." In many auto shops, they guarantee honest and superior

workmanship, but in reality, their work is substandard. Actions speak louder than

words because they are just those words. So many people criticize our country and its

leaders, but do not live in a way that can improve our society. In order to want to

better society, one must have high ethical standards.

We know that ethics are more than abstaining from lying, cheating, and

stealing, but that it is the knowledge of right from wrong which influences one's

conduct and decisions. The way people choose (wrong or right) effects all those

around them whether they like it or not. Without ethics, our society would become

even more corrupt and fall from the great nation which it is today. Ethics help keep
things in order and in peace. Because our decisions have such a great influence, it is

our responsibility to our society and those around us to live a life of good ethics.

2.13 Influence of society on ethical beliefs

Although there is some debate over the extent to which ethics can be learned,

the environment has a substantial impact on ethical beliefs. Society has a multitude of

ways in which it can influence a person’s personal code of ethics. Starting in the home

and continuing throughout society, individuals learn the difference between right and

wrong and good and bad. Strong ethical training leads to living a good and moral life

and accepting the responsibilities and rights of adulthood.

2.14 Family

The earliest time people learn ethics from society is through their interactions

with family. The parents, siblings and other family members are parts of society, and

the way they interact with a child can have a profound influence on the child's ethical

standpoint. For example, in a loving family in which sharing and care for others is

emphasized, a child may learn compassion and altruism and develop an ethical

standard that involves giving and care for fellow humans. In a neglectful family

setting, the same child might begin to develop an ethical framework in which

everyone is out for himself, and learn that it's best to take what you can get in any way

possible, because nothing will be given to you.

2.15 Education

An individual's ethics might be even more strongly influenced by educational

institutions. In elementary school, children learn how to interact with others. Many

schools teach young children about sharing, collaboration, commitment to others and

how to communicate. Ethical behavior is rewarded, while unethical behavior is

punished or discouraged. In high school, college and graduate school, ethical beliefs
are conveyed to students in different ways that might include self-directed teaching

models, cheating policies and the honor code, and direct discussion of ethics in class.

2.16 Media

Television, radio, the Internet, theater, the newspaper and cultural events are

all mediums through which messages are carried to an audience. Although most

media is not intended to directly teach or influence ethics, there is often a side effect

of communicating ethical values. For example, a television sitcom can carry messages

about how our society feels about certain situations such as work relationships,

marriage, friendship, poverty or how to behave towards strangers.

2.17 Religion

Religious institutions, from churches and mosques to synagogues, Buddhist

temples and religious societies have a profound effect on the ethical beliefs of

individuals. Religious institutions have the explicit goal of teaching people how to

live ethical lives as perceived by the religious hierarchy. Values and ethical standards

are imparted by religious elders and teachers, by community and group events and by

religious texts and teachings.

2.18 Government

With maturity comes exposure to a wider sense of the world and its flaws. The

ethics learned at home and in school and church doesn’t always mesh with the reality

of the larger society. Government is one example of where ethics can go wrong.

Public officials are overtly and sometimes inadvertently influenced by lobbyists,

friends and family members. Nepotism and favoritism regarding government

appointments and laws can lead to cynicism about political ethics. On the other hand,

the United States government holds itself out to the world as a leader in democracy

and human rights, challenging its citizens and other nations to meet those high ethical
standards. History and the leaders who don’t succumb to the temptations that power

brings can play a role in shaping the morals and behavior of the individual.

2.19 Effects of sports on players:

Although research interest on physical activity and health dates back to the

1950s, the breakthrough in the scientific evidence on health benefits of physical

activity largely took place during the 1980s and 1990s. There is an overwhelming

amount of scientific evidence on the positive effects of sport and physical activity as

part of a healthy lifestyle. The positive, direct effects of engaging in regular physical

activity are particularly apparent in the prevention of several chronic diseases,

including: cardiovascular disease, diabetes, cancer, hypertension, obesity, depression

and osteoporosis.

The Report from the United Nations Inter-Agency Task Force on Sport for

Development and Peace states that young people can benefit from physical activity as

it contributes to developing healthy bones, efficient heart and lung function as well as

improved motor skills and cognitive function. Physical activity can help to prevent

hip fractures among women and reduce the effects of osteoporosis. Remaining

physically active can enhance functional capacity among older people, and can help to

maintain quality of life and independence.

2.20 Physical activity and psychosocial health

The WHO has estimated that “one in four patients visiting a health service has

at least one mental, neurological or behavioral disorder, but most of these disorders

are neither diagnosed nor treated”. A number of studies have shown that exercise may

play a therapeutic role in addressing a number of psychological disorders. Studies also

show that exercise has a positive influence on depression. Physical self-worth and

physical self-perception, including body image, has been linked to improved self-
esteem. The evidence relating to health benefits of physical activity predominantly

focuses on intra-personal factors such as physiological, cognitive and affective

benefits, however, that does not exclude the social and inter-personal benefits of sport

and physical activity which can also produce positive health effects in individuals and

communities.

2.21 Sports and Physical Activity as part of a Healthy Lifestyle

A number of factors influence the way in which sports and physical activity

impacts on health in different populations. Sport and physical activity in itself may

not directly lead to benefits but, in combination with other factors, can promote

healthy lifestyles.

Sports and physical activity can make a substantial contribution to the well-

being of people in developing countries. Exercise, physical activity and sport have

long been used in the treatment and rehabilitation of communicable and non-

communicable diseases. Physical activity for individuals is a strong means for

the prevention of diseases and for nations is a cost-effective method to improve

public health across populations.

2.22 Stress Reduction

Sports, from running track to playing football, serve as exercise and exercise

serves as a stress reducer. Physical activities such as sports cause the brain to release

chemicals neurotransmitters known as endorphins, which create euphoric feelings and

reduce stress. On a simpler level, a mind focused on the game is not focused on your

worries and anxieties. Playing sports also raises your body temperature, which may

exert calming emotional effects.

2.23 Positive Emotional Effects

 In addition to stress relief, playing sports may improve self-confidence and

motivation in young athletes, according to the textbook Adolescence by Joseph

Santrock. Similarly, David Rocco's Sports in Adolescence purports that team sports

encourage the feelings of belonging, accomplishment and enjoyment. For adults and

children alike, one positive effect of sports is simple; the act of unwinding and

spending time with friends on the field, track or court can simply make you feel

happy. The physical fitness that results from playing sports can also bolster your self-

esteem and boost your energy levels.

2.24 Sports-Induced Stress

While the physical act of playing sports helps reduce stress, the mental act of

placing too much emphasis on winning may create it. This stress, induced by pressure

and expectation, may in turn lead to fatigue – known specifically as athletic burnout –

or even depression. On the flip side, this emotional element may actually help prepare

young players for coping with stress, defeat and performance anxiety in the adult

world.

2.25 Negative Emotional Effects

It's possible that an emphasis on winning can create an unhealthy view of

competition and foster feelings of aggression in adolescents, and a 2011 study

conducted by the University of California at San Diego found that upset losses led to

a 10 percent increase in at-home violence committed by football players against their

significant others. Athletes who suffer from sport injuries commonly experience

negative emotions such as boredom, depression and frustration. Sports injuries may

also lead to fatigue, tension, hostility and a sense of uncertainty.

2.26 Detrimental Effects of Doping

 Many sports have heavily suffered from doping, leading to a decline in interest

from spectators at large. According to Preston and Szymanski,6 there are four basic

reasons why doping can be harmful to sports in general and athletes in particular:

1. It damages the health of athletes.

2. It gives doped athletes an unfair advantage.

3. It undermines interest in the sport.

4. It undermines the reputation of a sport.

An increased awareness raised by multiple doping related deaths in the 1960s

led to a ban in 1967 on using stimulants and narcotics in competitions. Since then, the

number of banned substances and practices has been growing steadily, and eventually

gave rise to an official characterization of doping and a list of substances banned by

the World Anti-Doping Agency (WADA) in 2004.

2.27 Aggregate Perceptive

Doping not only harms individuals but also negatively impacts the integrity of

the sport and the larger society. Athletes generally act as role models and thus bear

some responsibility to society. Being exposed for using PEDs (Performance

Enhancing Drugs) not only smears the athlete’s reputation and calls into question the

legitimacy of their achievements, but also taints the sport’s clean slate. Once an

athlete’s reputation is smeared, the loss of trust might translate into the fan’s distrust

in institutions and weakening the effectiveness and trustworthiness of those

institutions. What is more, performing doping tests entails enormous annual costs to

society. Referring to official information from the World Anti-Doping Agency,

Maennig7 estimates the costs in 2013 to range between $229 million and $500 million

in order to cover 270,000 doping tests. In addition, the repetitive occurrence of doping
has the power to cause a sport to lose its credibility. The best-known case is

professional cycling.

2.28 The Decision to Dope: Explaining Behavior

Monetary and non-monetary incentives play a decisive role in an athlete’s

calculus. Approaching this topic from a rational perspective, Becker and

Murphy argue that even strong addictions are driven by rational decisions and involve

a forward-looking maximization of stable preferences. Individuals with high discount

rates for future events and thus a high preference for the present are more likely to

become addicted. Using a similar approach, Maennig 9 explicitly models the

individual’s decision to engage in crime in a rational risk-assessment style. He argues

that athletes are able to carry out proper risk assessments in order to weigh their

expected benefits against the expected costs. From an athlete’s point of view the

decision of whether or not to dope is similar to a prisoner’s dilemma. Both athletes

would be better off not engaging in doping in the first place. But as nobody can trust

the other, both ends up taking drugs in order to enhance their chances to win.

We argue that the incentive’s strength in manipulating an athlete’s decision

about whether or not to take performance-enhancing drugs is a function of his own

age and likely exhibits a U-shape characteristic. The reasoning goes as follows: a

competitive athlete in his young years has both the physical conditions and sufficient

upward leeway to allow for a skill boost large enough to create an edge that makes the

difference between mediocrity and superstardom. Under these circumstances, the

expected monetary and non-monetary benefits might very well outweigh the risks

accompanied by taking PEDs. While this advantage vanishes with the athlete getting

older, this flattening off is substituted and the initial decline is likely to be

overcompensated for by what is known as the “endgame effect” at the end of his
active career. Here, existing punishment mechanisms, such as exclusion from

participation in tournaments, have no credible sanctioning effect on an old athlete

who is close to his retirement.

The athlete’s opportunity costs of not being able to earn (prize) money, his

increasing loss of value as he advances in age, and being exposed to a prisoner’s type

of dilemma work in the same direction and serve as incentives to take performance

enhancing drugs. As the evidence suggests, the combination of these incentives is

strong enough to outweigh the threat of punishment.

2.29 Spill-Over Effects, Social Contagion and Reputation

Research indicates that crime has severe contagion effects. Along these lines,

individuals are more inclined towards deviant behavior if people around them behave

in an unethical way. Linked to this is the threat of reputation loss. In a social context,

reputation determines one’s own trustworthiness, and once that is undermined it is

hard to rehabilitate into society. However, an individual’s reputation depends not only

on one’s own behavior but also on the behavior of peers and the group dynamics. In

this context, Tirol studies the impact of the joint dynamics of individual and collective

reputations on the persistence of corruption. The assumption is that individual

incentives are affected by the individual’s past behavior (which is commonly

observed by outsiders in a noisy manner) and the group’s past behavior, thus

introducing reputation effects. If this is the case, we can model the intergenerational

dependency of past members’ behavior and possible reputation loss on current

members’ decisions.

2.30 Countermeasures and Final Remarks

The comprehensive mitigation of illegal doping requires a multifaceted

approach. From a classical cost-benefit perspective, raising the (expected) costs for
doping might do the trick, which in return can be expected to (ceteris paribus) reduce

the incentives for such deviant behavior in the first place. This can be implemented

via both pecuniary penalties, in the form of fees and an extended ban from the

federation or from any form of competition events, on corrupt athletes. The possible

loss of reputation represents a strong cost-driving factor. If the media sticks together

and provides extensive media coverage, the concomitant costs would rise

significantly.

One feasible approach is to extend the (randomized) testing of professional

athletes for PEDs. Another potential approach would aim at reducing expected

benefits. This could be achieved by, for example, lowering the prize money for the

athletes or reducing the athlete’s base income. On the other hand, reducing benefits

could potentially harm the whole industry as the people’s excitement about and

involvement in sports might drop off significantly. Along these lines, adjusting the

disparity in the athletes’ incomes represents another regulatory possibility. Further

attempts to fight the doping issue involve harsher measures, such as temporarily

excluding the tainted sports disciplines from the Olympic program, banning the

television broadcast of such sports, or shifting the cost burden to official institutions

of the respective sports.

However, the effectiveness of countermeasures to fight corruption in sports in

general and rampant doping in particular is mediated by the corruption inherent in the

institutions themselves. One striking example is the International Federation of

Association Football (FIFA). For decades, FIFA has been involved in corruption

scandals on and off, with respect to vote buying, awarding of contracts and the World

Cup bids. Representing the main governing body of international soccer, one would

expect such an institution to take the clearing up of corruption more seriously than has
been the case so far. In fact, FIFA’s Investigatory Chamber of the FIFA Ethics

Committee (FEC) seems to be negligent in shedding light on existing deficiencies,

and instead defers publication of the final report dealing with the investigation of the

latest corruption issues related to the allegedly corrupt World Cup bids of 2018

(Russia) and 2022 (Qatar).13 Under such circumstances, institutions fail to fulfill their

duties and in turn contribute to breeding systemic corruption. With high stakes on the

line, such an economy of influence is serving the interests of a few at the expense of

the many. Unsurprisingly, the fight against corruption of any kind in sports cannot be

successful as long as the underlying institutions suffer from the same disease. More

steps have to be undertaken to ensure clean sports and fair competition, such as

creating truly independent governing institutions that are prevented from pursuing

their own interests or those of a minority of stakeholders.

2.31 Sports Ethics

The basic principle of the Code of Sports Ethics is that ethical considerations

leading to fair play are integral and not optional elements, of all sports activity, sports

policy and management, and apply to all levels of ability and commitment, including

recreational as well as competitive sport. The Code provides a sound ethical

framework to combat the pressures in modern day society, which appear to be

undermining the traditional foundations of sport - foundations built on fair play and

sportsmanship, and on the voluntary movement. The primary concern and focus is

Fair Play for children and young people, in the recognition that children and young

people of today are the adult participants and sporting stars of tomorrow. The Code is

also aimed at the institutions and adults who have a direct or indirect influence on

young people's involvement and participation in sport. The Code embraces the

concepts of the right of children and young people to participate and enjoy their
involvement in sport, and the responsibilities of the institutions and adults to promote

fair play and to ensure that these rights are respected.

2.32 Defining fair play

Fair play is defined as much more than playing with the rules. It incorporates

the concepts of friendship, respect for others and always playing within the right

spirit. Fair play is defined as a way of thinking, not just a way of behaving. It

incorporates issues concerned with the elimination of cheating, gamesmanship,

doping, violence (both physical and verbal), the sexual harassment and abuse of

children, young people and women, exploitation, unequal opportunities, excessive

commercialization and corruption.

Fair play is a positive concept. Sport is a social and cultural activity which,

practiced fairly, enriches society and the friendship between nations. Sport is also

recognized as an individual activity which, played fairly, offers the opportunity for

self-knowledge, self-expression and fulfillment; personal achievement, skill

acquisition and demonstration of ability; social interaction, enjoyment, good health

and well-being. Sport promotes involvement and responsibility in society with its

wide range of clubs and leaders working voluntarily. In addition, responsible

involvement in some activities can help to promote sensitivity to the environment.

2.33 Responsibility for fair play

Involvement and participation in sport among children and young people takes

place within a wider social environment. The potential benefits to society and to the

individual from sport will only be maximized where fair play is moved from the
peripheral position it currently occupies to centre stage. Fair play must be given the

highest priority by all those who, directly or indirectly, influence and promote

Sporting experiences for children and young people. These include:

 Governments: at all levels, and including agencies working with Government.

Those involved in formal education have a particular responsibility.

 Sports and Sports-Related Organizations including Sports Federations and

Governing Bodies; Physical Education Associations, Coaching Agencies and

Institutes, Medical and Pharmacological Professions and the Media. The

commercial sector, including sports goods manufacturers and retailers and

marketing agencies, also has a responsibility to contribute to the promotion of

fair play.

 Individuals including Parents, Teachers, Coaches, Referees, Officials, Sports

Leaders, Administrators, Journalists, Doctors and Pharmacists; and those role

models who have achieved levels of sporting excellence and fame; those who

work on a voluntary or on a professional basis. Individuals may also have

responsibilities in their capacity as spectators.

 Each of these institutions and individuals has a responsibility and a role to

play. This Code of Sports Ethics is addressed to them. It will only be effective

if all involved in sport are prepared to take on the responsibility identified in

the Code.

2.34 Governments

Governments have the following responsibilities:

 To encourage the adoption of high ethical standards in all aspects of society

within which sport operates.

 To stimulate and support those organizations and individuals who have

demonstrated sound ethical principles in their work with sport.

 To encourage the education profession to include the promotion of sport and

fair play as a central part of the physical education curriculum.

 To support initiatives aimed at promoting fair play in sport, particularly

amongst the young and encouraging institutions to place fair play as a central

priority in their work.

 To encourage research both nationally and internationally which improves our

understanding of the complex issues surrounding young people involvement in

sport and which identifies the extent of poor behavior and the opportunities for

promoting fair play.

2.35 Sports and sports-related organizations

Sports and sports related Organizations have the following responsibilities:

In setting a proper context for Fair Play to publish clear guidelines on what is

considered to be ethical or unethical behavior and ensure that, at all levels of

participation and involvement, consistent and appropriate incentives and/or sanctions

are applied.

To ensure that all decisions are made in accordance with a Code of Ethics for

their sport which reflects the European code?

To raise the awareness of fair play within their sphere of influence through the

use of campaigns, awards, educational material and training opportunities. They must

also monitor and evaluate the impact of such initiatives.

To establish systems which reward fair play and personal levels of

achievement in addition to competitive success?

 To provide help and support to the media to promote good behavior.

When working with Young People,

To ensure that the structure of competition acknowledges the special

requirements of the young and growing child and provides the opportunity for graded

levels of involvement from the recreational to the highly competitive.

To support the modification of rules to meet the special needs of the very

young and immature, and put the emphasis on fair play rather than competitive

success.

To ensure that safeguards are in place within the context of an overall

framework of support and protection for children, young people and women, both to

protect the above groups from sexual harassment and abuse and to prevent the

exploitation of children, particularly those who demonstrate precocious ability.

To ensure that all those within or associated with the organization who have a

responsibility for children and young people are qualified at an appropriate level to

manage, train, educate and coach them, and in particular that they understand the

biological and psychological changes associated with children maturation.

2.36 Individuals

Individuals have the following responsibilities:

2.37 Personal Behavior

To behave in a way which sets a good example and presents a positive role

model for children and young people; not in any way to reward, to demonstrate

personally, nor to condone in others unfair play and to take appropriate sanctions

against poor behavior.

 To ensure that their own level of training and qualification is appropriate to

the needs of the child as they move through different stages of sporting commitment.

2.38 When working with Young People,

To put as a first priority the health, safety and welfare of the child or young

athlete and ensure that such considerations come before vicarious achievement, or the

reputation of the school or club or coach or parent.

To provide a sporting experience for children that encourages a lifelong

commitment to health related physical activity.

To avoid treating children as simply small adults but be aware of the physical and

psychological changes that occur during maturation and how these affect sporting

performance.

To avoid placing expectations on a child unrelated to his or her capacity to

meet them.

To put the enjoyment of the participant as a priority and never place undue

pressure which impinges on the rights of the child to choose to participate.

To take equal interest in the less talented as in the talented and emphasize and

reward personal levels of achievement and skill acquisition in addition to more overt

competitive success.

To encourage young children to devise their own games with their own rules,

to take on the roles of coach, official and referee in addition to participant; to devise

their own incentives and sanctions for fair or unfair play; and to take personal

responsibility for their actions.

To provide the child and young person and child's family with as much

information as possible to ensure awareness of the potential risks and attractions of

reaching levels of high performance.

 Chapter III

METHODS AND PROCEDURE OF STUDY

This chapter deals with the process and methodology adopted in this study.

The study was aimed at investigation of effects of sports on ethics and morality of

players and to find out the most effective way of improving ethics and moral behavior

of players.

“Methodology is the science indicating ways of doing something properly.

Methodology deals with the theory of fundamental science subjects and disciplines”

Research oriented students demand certain procedure to derive factual

conclusions based on findings derived from analysis of the data collected from the

research population selected by some sampling method. Following procedure was

adopted in collecting, analyzing and interpreting data for the research work.

3.1 Nature of research

Before the beginning of any research study the description of its nature is

necessary which is helpful in choosing research methodology. This was descriptive

research in nature.

“A descriptive research describes and interprets what is currently going on. It

is concerned with the concepts and relations that exists, opinion that are held, process

going on and effects that are evident and trends that are developing”.

(Yong. 1959, p.89)

3.2 Method of Research

The researcher used survey method in this research work. According to Gay.

1992
 “A survey is an attempt to collect data from the members of a population in

order to determine the current status of the population with respect to one or more

variables.”

(Gay, 1992, p.25)

3.3 Population

The population of this research was the students at post graduate level of

University of Punjab.

“A population is any group of individuals that have one or more characteristics

in common that one of interest to the researcher”.

(James and Best. 1999, P.13)

3.4 Sampling

It is procedure of collecting a sample from the population of interest.

3.5 Sample

There is no doubt that representative sample is survey study can only generate

valid and reliable finding. But practical difficulties and problems are reality that a

researcher has to face when actually conducting a study. Researchers were students

without having there on transportation facility, a very limited time on their disposal to

complete their thesis and limited financial resources for the study. Therefore, the

researchers had to select convenient sample keeping in view that location of the

universities, where the public transport was easily available and they have any contact

with any of the teacher and heads of institutes. So, that their facilitative of the

collection of data in time. In this way, few departments of University of Punjab in

Lahore were selected on the basis of above mentioned factor. (The lists of selected

departments are attached at appendix). It was difficult to include all the students of the

university. Therefore, is decided to select a sample of 50 students from universities

(The lists of selected universities are attached at appendix). The selection of these

students was made on the basis of their interest, self-concept and achievements of

students of post graduate level.

3.6 Tools of Research

The researcher used questionnaire as a tool of research.

“Questionnaire means the set of questions by which the possible answers

could be achieved. A form distributed through the mail or filled out by the

respondents under the supervision of the investigator.”

3.7 Preparation of Questionnaire

The researcher developed the research tool with the help of supervisor and

other reliable authorities. This was further improved with the help of other members.

The questionnaire was to contain fifteen questions for students as well as for teachers.

3.8 Validity of the Research Tool

“Validity is that quality of a data gathering instrument of procedure that

enables it to measure what it is supposed to measure.”

(Sharif. 1990, p.484)

Related material was studied before the preparation of questionnaire. The

research supervisor and other members were consulted many times for the

development and validation of questionnaire.

3.9 Collection of data

The relevant data was collected from, internet books and questionnaire. The

entire questionnaires were distributed and collected by researcher personally. So, the

results were arranged in percents. The researcher supervised all answers by herself.

3.10 Analysis of data

 “Data analysis embraces of whole range of activities of both the qualitative

and quantitative type. It is usual tendency in educational research that much use of

quantitative analysis is made and statistical methods and techniques have got special

position in research because they provide answers to educational problems.”

The researcher supervised all scoring of answer sheets. The collected data was

analyzed and interpreted in order to get results. The researcher used percentage

method to analyze data. The results were shown in the form of tables and Graphs.
 CHAPTER IV

DATA ANALYSIS AND INTERPTATION

This Chapter deals with the data analysis, results and their interpretation

Table 4.1: Distribution of participation according to demographic variables

Variables Frequency %

Gender

Male 91 45.5

Female 109 54.5

Age

15 to 20 Years 87 43.5

21 to 25 Years 93 46.5

26 to 30 Years 16 8.0

Above 30 Years 4 2.0

Table 4.1 shows frequency of demographics of respondents. Total number of

respondents were 200 in which 91 (45.5%) were male and 109 (54.5%) were females.

According to age 87 (43.5%) defendant was 15 to 20 years old, 93 (46.5%) were 21 –

25 years old, 16 (8.0%) defendants was 26 -30 years old, were above 30 years old, 4

(2.0%).
 Table 4.2: Chi-square value of Sports programme has the power to promote

development of ethics and moral values.

Observed 2
# Statement X P
SA A N DA SD
Sports programme have the power to
1 promote development of ethics and moral 70 113 6 9 9 2.448 .000
values.
Sports teach us to become a good person
2 83 94 18 3 2 2.015 .000
and good citizen.
In sports, ethics and moral values makes a
3 58 113 23 4 2 2.170 .000
player loyal.
In sports, fair training and morality makes
4 85 100 9 3 3 2.331 .000
a player strong towards his/her goals.
In sports, ethical training raises the
5 69 109 15 5 2 2.224 .000
standard of player.
Player learns their responsibilities and
6 78 84 30 4 4 1.518 .000
duties from sports.
Players learn fairness key virtue from
7 53 93 39 12 3 1.283 .000
sports.
8 Players learn integrity from sports. 41 97 43 15 4 1.295 .000
Players learn to respect others in society
9 58 71 36 28 7 63.35 .000
from sports.
Sports help to promote cultural values of a
10 56 103 28 9 4 1.656 .000
society by participation in sports.
Participation in sports developed discipline
11 77 87 21 11 4 1.519 .000
in player life.
Sports provide the accountability in
12 33 92 48 23 4 1.100 .000
society.
13 Sports teach self-esteem to player. 73 100 20 5 2 1.940 .000

14 Sports teach self-control to player. 73 97 23 6 1 1.826 .000

15 Sports teach humanity to player. 64 88 31 14 3 1.252 .000

Sports reduce the extremism in player’s
16 39 91 45 22 3 1.080 .000
social life.
Sports make player more civilized person
17 54 98 29 14 5 1.396 .000
in society.
18 Players learn violent strategies from sports. 53 83 34 19 7 98.60 .000
Sports increase the sense of judgment in
19 79 92 18 8 3 1.775 .000
players.
Sports culture develops a decrease in
20 54 65 43 31 7 50.00 .000
overall crime ratio in players.
 Table 4.2 player’s perception about statement Sports programme has the

power to promote development of ethics and moral values. Chi-square test was

conducted to see the significant difference. Results reveals that there is significant

difference (p=.000) between scores of the player’s perceptions about statement and

(x2= 2.448). Result shows that most of the player’s agreed that Sports programme has

the power to promote development of ethics and moral values.

Table 4.3 shows Sports teach us to become a good person and good citizen.

Chi-square test was conducted to see the significant difference. Results reveal there is

significant difference (p=.000) between scores of the player’s perceptions about

statement and (x2=2.015). Result shows that most of player’s agreed that Sports teach

us to become a good person and good citizen.

Table 4.4 shows in sports, ethics and moral values make a player loyal. Chi-

square test was conducted to see the significant difference. Results reveal there is

significant difference (p=.000) between scores of the player’s perception about

(x2=2.170). Result shows that most of the player’s agreed that sports, ethics and moral

values make a player loyal.

Table 4.5 shows in sports, fair training and morality make a player strong

towards his/her goals. Chi-square test was conducted to see the significant difference.

Results reveal there is significant difference (p=.000) between scores of the player’s

perception about (x2=2.331). Result shows that most of the player’s agreed sports, fair

training and morality make a player strong towards his/her goals.

Table 4.6 shows in sports, ethical training raises the standard of player. Chi-

square test was conducted to see the significant difference. Results reveal there is

significant difference (p=.000) between scores of the player’s perception about

(x2=2.224). Results show that most of the player’s agreed that sports ethical training

raises the standard of player.

Table 4.6 shows Player learns their responsibilities and duties from sports.

Chi-square test was conducted to see the significant difference. Results reveal there is

significant difference (p=.000) between scores of the player’s perception (x 2=1.518).

Result shows that most of the player’s agreed that player learns their responsibilities

and duties from sports.

Table 4.7 shows Players learn fairness key virtue from sports. Chi-square test

was conducted to see the significant difference. Results reveal there is a significant

difference (p=.000) between scores of the player’s perception (x 2=1.283). Result

shows that most of the player’s agreed that players learn fairness key virtue from

sports.

Table 4.8 shows players learn integrity from sports. Chi-square test was

conducted to see the significant difference. Results reveal there is significant

difference (p=.000) between scores of the player’s perception (x 2=1.295). Result

shows that most of the player’s agreed that players learn integrity from sports.

Table 4.9 shows players learn to respect others in society from sports. Chi-

square test was conducted to see the significant difference. Results reveal there is a

significant difference (p=.000) between scores of the player’s scores of the player’s

perception (x2=63.350). Result shows that most of the player’s agreed that players

learn to respect others in society from sports.

Table 4.10 shows sports help to promote cultural values of a society by

participation in sports. Chi-square test was conducted to see the significant difference.

Results reveal there is a significant difference (p=.000) between scores of the player’s
perception (x2=1.656). Result shows that most of the player’s agreed that sports help to

promote cultural values of a society by participation in sports.

Table 4.11 shows participation in sports developed discipline in player life.

Chi-square test was conducted to see the significant difference. Results reveal there is

a significant difference (p=.000) between scores of the player’s perception (x 2=1.519).

Result shows that most of the player’s agreed that participation in sports developed

discipline in player life.

Table 4.12 shows sports provide the accountability in society. Chi-square test

was conducted to see the significant difference. Results reveal there is a significant

difference (p=.000) between scores of the player’s perception (x 2=1.100). Result

shows that most of the player’s agreed that sports provide the accountability in

society.

Table 4.13 shows Sports teach self-esteem to player. Chi-square test was

conducted to see the significant difference. Results reveal that there is a significant

difference (p=.000) between scores of the player’s perception (x 2=1.940). Result

shows that most of the player’s agreed that Sports teach self-esteem to player.

Table 4.14 shows sports teach self-control to player. Chi-square test was

conducted to see the significant difference. Results reveal that there is a significant

difference (p=.000) between scores of the player’s perception (x 2=1.826). Result

shows that most of the player’s agreed that sports teach self-control to player.

Table 4.15 shows sports teach humanity to player. Chi-square test was

conducted to see the significant difference. Results reveal that there is a significant

difference (p=.000) between the scores of the player’s perception (x 2=1.252). Result

shows that most of the player’s agreed that sports teach humanity to player.
 Table 4.16 shows sports reduce the extremism in player’s social life. Chi-

square test was conducted to see the significant difference. Results reveal that there is

a significant difference (p=.000) between scores of the player’s perception (x 2=1.080).

Result shows that most of the player’s agreed that sports reduce the extremism in

player’s social life.

Table 4.17 shows sports make player more civilized person in society. Chi-

square test was conducted to see the significant difference. Results reveal that there is

a significant difference (p=.000) between scores of the player’s perception (x 2=1.396).

Result shows that most of the player’s agreed that sports make player more civilized

person in society.

Table 4.18 shows players learn violent strategies from sports. Chi-square test

was conducted to see the significant difference. Results reveal that there is a

significant difference (p=.000) between scores of player’s perception (x 2=98.600).

Result shows that most of the player’s agreed that players learn violent strategies from

sports.

Table 4.19 shows sports increase the sense of judgment in players. Chi-square

test was conducted to see the significant difference. Results reveal that there is a

significant difference (p=.000) between scores of the player’s perception (x 2=1.775).

Result shows that most of the players agreed that sports increase the sense of

judgment in players.

Table 4.20 shows sports culture develops a decrease in overall crime ratio in

players. Chi-square test was conducted to see the significant difference. Results reveal

that there is a significant difference (p=.000) between scores of the player’s

perception (x2=50.000). Result shows that most of the player’s agreed that sports

culture develops a decrease in overall crime ratio in players.

 CHAPTER V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

Ethics and morality is very important component of players in sports. Without

ethical training no one can think to get the good moral values. Every field of our

sports needs to play ethically to find the good morality. Without ethical training you

cannot get your goals. Our questionnaire based on twenty questions, and the

population is consisting of two hundred people through accidental sampling. Ethics

teach the players to become a good person or good citizen. In sports moral values

makes a player loyal, player learn their responsibilities and their duties from sports,

sports teach the integrity to players. Due to ethics players learn to respect others in

society. Ethics and morality is the key point in sports. In many sports most of the

players did not show the ethics they hit each others, they fight with their coaches, they

shout on refries. The biggest example of unethical sport is football, in football the

players hit each other badly they have no any ethical values and they didn’t care about

the moral values of their unethical behavior. There are so many sports in which the

players do not shows the ethics, even there are some coaches who did not shows the

ethics in sports, the coaches shout and abusing on players which is not a ethical way.

They didn’t have the idea that what a player think about them but they didn’t care

about the moral values of their unethical behavior. In every sport we should promote

ethics and morality to get the good outcome in society.

5.2 Major Findings

 Most of the player’s agreed that sports programme has the power to promote

development of ethics and moral values with chi square value (2.448).
 Most of player’s agreed that sports teach us to become a good person and good citizen

with chi square value (2.015).

 Most of the player’s agreed that sports, ethics and moral values make a player loyal

with chi square value (2.170).

 Most of the player’s agreed sports, fair training and morality make a player strong

towards his/her goals with chi square value (2.331).

 Most of the player’s agreed that sports ethical training raises the standard of player

with chi square value (2.224).

 Most of the player’s agreed that player learns their responsibilities and duties from

sports with chi square value (1.518).

 Most of the player’s agreed that players learn fairness key virtue from sports with chi

square value (1.283).

 Most of the player’s agreed that players learn integrity from sports with chi square

value (1.295).

 Most of the player’s agreed that players learn to respect others in society from sports

with chi square value (63.35).

 Most of the player’s agreed that sports help to promote cultural values of a society by

participation in sports with chi square value (1.656).

 Most of the player’s agreed that participation in sports developed discipline in player

life with chi square value (1.519).

 Most of the player’s agreed that sports provide the accountability in society with chi

square (1.100).

 Most of the player’s agreed that sports teach self-esteem to player with chi square

value (1.940).
 Most of the player’s agreed that sports teach self-control to player with chi square

value (1.826).

 Most of the player’s agreed that sports teach humanity to player with chi square value

(1.252).

 Most of the player’s agreed that sports reduce the extremism in player’s social life

with chi square value (1.080).

 Most of the player’s agreed that sports make player more civilized person in society

with chi square value (1.396).

 Most of the player’s agreed that players learn violent strategies from sports with chi

square value (98.60).

 Most of the players agreed that sports increase the sense of judgment in players with

chi square value (1.775).

 Most of the player’s agreed that sports culture develops a decrease in overall crime

ratio in players with chi square value (50.00).

5.3 Conclusion

Statistical analysis shows that most of the students or players are agreed that

sports effects ethics and morality of players. Sports effects all type of good qualities

in player and individuals, they develop discipline in player, they teach the moral

values in sports, they teach how to use ethics in sports, and they enhance the self

confidence of player. A player is very essential in sports field and other organizations.

5.4 Recommendation

 Society should encourage sports participation of the players and students as encourage

them.

 Government should provide incentives for sports promotion.

 Every individual plays ethically to find the good moral values.
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