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Kinesiology 122

Professional Ethics and Ethical Decision-Making

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Today’s Objectives

 Apply select steps of the ethical decision-making model to a case

study, featuring a professional ethical dilemma.

 Critically review the 24-Hour Movement Guidelines and identify

similarities/discrepancies across groups

 Provide an overview of the KINS 1150 term assignment, which is

due on August 2nd.
+ Shep’s Ethical Dilemma

Shep is a sports physician working with an athlete from a different culture than
himself. He has been working with her to recover from a rare knee injury for
three months, and traditional approaches have not seemed to have worked.
After a great deal of research, Shep discovers a non-traditional therapy that
he thinks might work; but one for which there is currently limited evidence.
He is fearful that if he does not find something effective soon that she will
lose what limited mobility she currently has and her sporting career might be
at risk. Wanting to go ahead with the therapy, but realizing the potential risks
in a non-traditional approach, Shep knows that it is critical that he gain her
informed consent prior to beginning. Shep discusses his proposed approach
with her, clearly highlighting the limited evidence to date. The athlete tells
Shep that she wants to defer the decision to her husband (also her coach);
and that if he agrees, to go ahead with it.
+ Focus on the highlighted steps
 Step 1: Develop ethical sensitivity
 Step 2: Consult code of ethics
 Step 3: Search ethics literature
 Step 4: Self-awareness
 Step 5: Apply ethical principles
 Step 6: Develop alternative courses of action
 Step 7: Consult with colleagues
 Step 8: Action
 Step 9: Evaluate the results of your actions
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Step 1: Develop ethical sensitivity
Questions to discuss

 Is there an ethical dilemma in this case study?

 What is, if any, the ethical decision to be made?

 Who (individuals and groups) might be affected by any decisions that Shep
makes and actions that he takes?
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Canadian Medical Association
Code of Ethics

https://policybase.cma.ca/viewer?file=%2Fmedia%2FP
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olicyPDF%2FPD19-03.pdf#page=1
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Step 2: Consult code of ethics
Questions to discuss

 Does the CMA code of ethics explicitly discuss the situation described in
the case study?

 What sections of the CMA code of ethics might be relevant?

 What guidance, if any, does the CMA code of ethics offer?

 If you have access to codes of ethics from other organizations, you might see if
they offer additional guidance
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Step 3

 For your own interest and knowledge…

 Nonmaleficence vs. Beneficence

http://samples.jbpub.com/9780763773274/Chapter3.pdf
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Step 4: Self-awareness
Questions to discuss

 What bias might Shep bring to the situation that could impact his decision-
making process?

 What stresses might Shep face that could impact his decision-making
process?

 Is there any self-interest that Shep needs to recognize?

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Step 5: Apply ethical principles
Questions to discuss

 What ethical principles are most relevant to Shep’s dilemma?

 What principles are in conflict?

 What actions likely stem from honouring each of the principles in conflict?

 What principle would you “above all else honour” in this situation?
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Step 6: Develop alternative courses
of action
Questions to discuss

 What are possible actions that Shep could take?

 What are the strengths and weaknesses of each possible action?

 What alternative courses of action are possible?

 The athlete’s coach/husband has decided that things are in Shep’s hands,
and that he will sign off on the treatment if Shep believes it is in his
wife’s/athlete’s best interests. What action plan would you recommend
Shep taking?
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Step 7: Consult with colleagues
Questions to discuss

 Who could/should Shep consult with in deciding on a final action plan?

 What ethical considerations does Shep need to be aware of in the

consultation process?
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Help Shep just a bit more…

Okay, but then after I

decided on a specific
action plan, what
should I do next?
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Review
 Step 1:
 Ethical decision to be made:
 Administer controversial treatment or not
 People affected:
 Shep, athlete, husband/coach, Shep’s family, athlete’s family, Shep’s business, Shep’s
other athletes, etc.

 Step 2:
 CMA Code of Ethics:
 Several points from the CMA Code of Ethics that offer guidance for Shep.
 1, 6, 7, 8, 15, 21, 22, 30, 45, 53, and most points from the Communication section

 Step 4:
 Shep might want to administer the treatment to make a name for himself and advance his
career.
 He might have the stress that if his treatment fails, it will be a blemish on his name as a
professional
 Also, he faces a time stress in that her career may be over if he doesn’t find something
effective in the near future
 Shep might be a traditionalist, and not wish to administer new treatment, but must try to
act in his client’s best interests.
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Step 5: Apply ethical principles
Questions to discuss

 What ethical principles are most relevant to Shep’s dilemma?

 Autonomy, Beneficence, Nonmaleficence, Fidelity and Veracity

 What principles are in conflict?

 Beneficence and Nonmaleficence
 Maybe Autonomy and Beneficence or Autonomy and Nonmaleficence, depending on the client’s
decision
 Perhaps Veracity and Beneficence as well

 What actions likely stem from honouring each of the principles in conflict?

 What principle would you “above all else honour” in this situation?
 Probably autonomy
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24-Hour Movement Guidelines
 Visit the following link and download the guidelines for the
following groups: https://csepguidelines.ca/downloads/
 Early Years (0-4)
 Children and Youth (5-17)
 Adults (18-64)
 Adults aged 65+

 Working in pairs or small groups (3-4), identify:

 Similarities across 2 or more of the 4 groups
 Notable discrepancies across 2 or more groups

 Does anything in particular stand out?

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Up Next:

 We will see how each of the groups have done, in terms of meeting
guidelines, by looking at the Participation Report Cards.
 You should be able to:
 Application: Knowhow to apply the steps in ethical
decision making to a professional ethical dilemma
 Identify similarities and discrepancies
across age groups,
with respect to 24-hour movement guidelines
 Be familiar with the term assignment