Chapter 8: Ethics and fair play

8.1 Principles of ethical practice in sport

Introduction: Explain integrity: morals and fair play. – Ask the students to read the two Apply it examples from the textbook. – Discuss the positive example of integrity set by the Leeds United manager. – Discuss the negative example of integrity that affected the winter Olympics in Sochi.

Discuss personal integrity of sportspeople and the effect that a lack of integrity (e.g. widespread cheating) can have on the sport as a whole by bringing the sport in disrepute. – Ask the students to complete task 8.1 on the success of retrospective sanctions against simulation (diving) in soccer.

TASK 8.1 – AREAS FOR DISCUSSION

Simulation (diving or faking injury) has become such a regular occurrence that the FA has had to act and introduce new rules, sanctions and retrospective discipline. Discuss the success of these measures.

A panel made-up of ex-officials, an ex-manager and an ex-player will review footage and decide if there was a successful deception of the referee. If deception has taken place: – a caution or red card can be rescinded – a two-match ban can be issued to the guilty player.

Success of the measures: – They have acted as a deterrent to players. – They have made ‘diving’ more than just gamesmanship or unsporting behaviour.

Criticisms of the measures: – The ‘cheat’ still gains an advantage in the game as the penalty/free kick they ‘win’ is not overturned. – A player who gets sent off after falling victim to simulation is not reinstated until after the match has finished, disadvantaging their team. – It is based on subjective opinion and some players strongly deny that they dived and feel wronged when labelled a cheat.

Discuss the factors that affect the of integrity of sport. – Etiquette: players and performers must respect the unwritten rules of their sport, for example kicking the ball out for an injured player. – Anti-doping: a robust anti-doping program upholds the integrity of the sport. – Rules and regulations: officials must implement the rules consistently and fairly. – Player behaviour: players must act with honesty and integrity, for example by not diving.

Explain respect as having regard for the rights and feelings of other. – Outline the ways that respect can be shown in sport. – Ask the students to identify examples of respect. – Ask the students to complete practice questions 1 to 4 as classwork or homework.

PRACTICE QUESTION ANSWERS

Q1. Explain the importance of respect in sport. – Taking account of the rights and feelings of others ensures everyone can participate and enjoy sport. – It reduces discrimination and bullying. – It improves the behaviour of spectators. – It encourages positive interaction between participants, officials and coaches. Q2. Outline three examples of respect or lack of respect in sport. – Applauding the winning team – Shaking hands – Arguing with or verbally abusing the officials. Q3. Explain what is meant by integrity and how it can affect sport. – Honesty and morals – Etiquette is based on integrity and it is has a positive effects such as promoting respect for fellow participants and the welfare of others. – It ensures participants compete in the ‘spirit of the game’ and respect the rules. – A lack of integrity can bring the sport into disrepute e.g. doping or cheating. Q4. Outline two examples of etiquette from one chosen activity. – Football: shaking hands before and after the game – Kicking the ball out for an injured player – Returning the ball to the team who kicked it out.

Explain the case study on respect: the GAA ‘Give Respect, Get Respect’ initiative. – Ask the students to use the case study to answer the questions.

CASE STUDY QUESTION ANSWERS

Q1. Discuss the importance of the ‘Give Respect, Get Respect’ campaign from the perspective of one group: • participants: playing fairly and by the rules; respecting others including officials, players, managers and spectators will lead to a positive atmosphere and greater enjoyment for all • parents: appreciating the efforts of all players; respecting officials; not being offensive or critical will ensure the welfare and happiness of young players • spectators: staying in the spectator area; not being abusive; respecting officials, managers and officials will improve the atmosphere at games and ensure GAA matches retain their family friendly appeal. Q2. The ‘Give Respect, Get Respect’ campaign was initially targeted at underage players before being rolled out across all levels of the GAA. (a) Outline two reasons why a campaign like this is beneficial to underage participants and their parents. – It enhances the positive experiences of young players. – Parents can contribute to creating a safe environment for children to enjoy sport. – It educates young people and their parents about the importance of respecting each other and others. (b) Describe two ways that this initiative is instilling positive respectful behaviour in young players. – Respect for other players and officials – Promoting good etiquette among young players – Creating good habits.

CASE STUDY QUESTION ANSWERS (continued)

(c) Explain why is it important for parents, guardians and spectators to

‘appreciate every player regardless of ability’? – Improves the experience for all – Discourages a ‘win at all costs’ mentality – Reduces drop out from sport – Focusing only on success diminishes the importance of participation and positive qualities such as teamwork, fair play, integrity and respect for others.

Discuss the ways fairness can be ensured in sport. – Applying the rules consistently and fairly – Strong anti-doping enforcement – Responding to developments in the sport such as changing rules.

Explain that rules are the laws of the sport and that they are important for fair competition.

Explain that equity ensures everyone gets what the need to ensure access to physical activity. Discuss examples of the three main components of equity in sport.

Investigate two examples of fairness or equity in sport (recent examples if possible).

TASK 8.2 (Research)

Students complete this task by researching the internet (in school or at home) for recent examples of fairness and equity in sport.

Examples include: – Equal prize money for men and women in grand slam tennis tournaments – The Leeds United manager instructing his team to allow Aston Villa to score an uncontested goal after his team scored whilst a Villa player was down injured – In Australian soccer, the women’s team and men’s team now receive equal shares of the total player revenue for international matches.

PRACTICE QUESTION ANSWERS

Q1. Choose one activity and outline the importance of: (a) integrity: ensures honesty which enhances sportsmanship and fair play e.g. declaring a foul (b) respect: protects the rights of others such as performers, officials, coaches e.g. shaking hands after the game (c) fairness: ensures the rules are applied equally and performers are not disadvantaged e.g. use of technology such as Hawk-Eye to make decisions more objective. Q2. Rules have an important role to play in making the activity fair. Discuss this statement and apply to examples. – Playing in the spirit of the game, promoting sportsmanship and sanctioning gamesmanship for example shaking hands with your opponent – Fair play and safety for participants e.g. the yellow card in soccer discourages dangerous tackling – Respect for officials e.g. only the captain should approach the officials in rugby – Maintaining the integrity of the competition e.g. anti-doping controls – Reducing discrimination e.g. players taking the knee. Q3. ‘Men dominate positions of power in sport’. Discuss this statement in relation to equity including: a) the governance of sport – Men often dominate the boardrooms of sporting organisations and therefore govern the sport in the interest of men e.g. funding and promotion of football in England disproportionately favours the men’s game. – Equity would require rules limiting the number of men that make up each board. b) the funding of sport. – Men have traditionally enjoyed significantly more pay and prize money in sport as men control the decision-making and finances in many sports. – Men’s sport often attracts greater media attention and therefore significantly higher levels of sponsorship and TV money. – In order to achieve equity this money would need to be distributed across all sections of the sport including female and disabled teams/leagues/competitions.

Long answer question

How do the rules laid down by the federation or National Governing Body (NGB) ensure fairness in sport? Apply to examples, for example UEFA financial fair play rules, antidoping rules, rules of the sport. – Rules set boundaries for participants, ensuring everyone gets treated equally. – They prevent some competitors from getting an unfair advantage. – They prevent teams from risking bankruptcy in order to ‘buy success’ – They restrict the use of supplements and performance-enhancing drugs in order to stop some competitors getting an unfair physical advantage or damaging their health in order to improve performance.

8.2 Code of ethics

Introduction: Outline the key elements of a code of ethics. – Ask the students to complete task 8.3 and report back to the class. – Create four groups, one for each section: parents, spectators, coaches and club officials, participants.

TASK 8.3 (Group work) – NOTES

Discuss the code of ethics from the perspective of one group (participants/ parents/coaches/spectators) and identify three core values within it. Justify your selections. – Accept any three relevant points from the textbook (see pages 188–189). – Students can include their own point and justify it.

PRACTICE QUESTION ANSWERS

Q1. Identify three areas that should be included in the code of ethics of a sporting body. – Integrity, fair play, relationships, safety, roles and responsibilities, policies and procedures, good practice, child protection policy and procedures. Q2. Examine what should be included in a code of ethics from the perspective of two of the following groups: (a) participants: respect and fair play, gracious in defeat, shake hands, care for equipment, report harm (b) parents: encourage participation and fair play, attend training and competition, teach respect for referees/coaches/competitors/teammates (c) spectators: lead by example, applaud good play, show respect, condemn violence and verbal abuse, encourage fair play, contribute to the atmosphere and enjoyment (d) coaches and club officials: plan sessions, ensure fun and enjoyment, set appropriate goals, prioritise development over results, praise and encourage, show respect.

8.3 Sportsmanship and gamesmanship

Introduction: Explain that sportsmanship is linked to fair play, respect and integrity. – Outline the key elements of sportsmanship – Ask the class to come up with examples.

Discuss the pressures on sportsmanship and the ways it can be promoted.

Explain gamesmanship – bending the rules to gain an advantage. – Discuss the common types of gamesmanship and ask the class whether they believe that gamesmanship is positive or negative for sport, especially fair play. – Ask the students to come up with examples of gamesmanship.

Video: Show the PowerPoint video on sportsmanship and gamesmanship. – Ask the students to identify whether each sportsperson was engaging in sportsmanship or gamesmanship.

PRACTICE QUESTION ANSWERS

Q1. What do you understand by the term sportsmanship? – Playing fairly and in the spirit of the game. Q2. Outline examples of good sportsmanship from one or more activities. – Shaking hands with your opponent after a tennis match – Applauding your opponents at the end of a rugby match – Concern for an opponent’s’welfare e.g. stopping play by kicking the ball out in soccer – Declaring a foul in snooker. Q3. Is sportsmanship in decline? Justify your answer with examples from sport. – Yes: Doping in sport, win at all costs, high rewards and deviant behaviour (cheating), poor spectator behaviour influencing performers, simulation/faking injury, pressurising officials, social media behaviour. – No: Many sportspeople are positive role models who demonstrate and encourage good sportsmanship e.g. stopping play for an injured opponent, applauding the winner in rugby, declaring a foul in snooker. Q4. Describe three ways of promoting sportsmanship. – Respect and fair-play initiatives, use of role models, use of technology encourages better behaviour, sportsmanship encouraged among young performers, codes of conduct, sanctions for unsportsmanlike behaviour. Q5. Outline examples of gamesmanship from three selected activities. – Diving in football – Distracting an opponent e.g. before a penalty – Verbally taunting an opponent – Physical harassment e.g. nipping, tugging on an opponent’s shirt, standing on toes – Time wasting.

Long answer question

Analyse the effects of sportsmanship and gamesmanship on how we engage in sport.

Some of the following points should be addressed: – Sportsmanship encourages positive engagement: fair play; respect for opponents, officials, coaches; integrity (honesty); responsibility for our actions e.g. declaring a foul; positive role models for young people; also encourages positive behaviour from other partipants (players, spectators, coaches). – Gamesmanship encourages negative engagement: disrespectful behaviour e.g. verbal abuse or intimidation of officials; lack of integrity; poor behaviour and a lack of accountability for actions; unsafe/aggressive play; negative role models.

8.4 Drugs and sport

Introduction: Explain the categories of performance-enhancing drugs (PEDs).

Outline the implications of PEDs for the sport and for the sportsperson. – Ask the students to name sports that have been affected by PED use. – Ask the students to name sportspeople who have been caught taking PEDs.

TASK 8.4 SAMPLE ANSWER

Research two examples of performers who used drugs to enhance performance and outline:

Performer: Marian Jones (USA Athlete)

(a) the drug they took: anabolic steroids (b) the benefits to performance they achieved: stronger, more powerful athlete who could sprint faster and jump further enabling her to dominate female track athletics (c) the consequences of using it for the sportsperson: side effects such as severe acne; stripped of all her achievements; disgraced; prosecuted and jailed (d) the consequences on other competitors: loss of medals and the chance to stand on an Olympic podium; loss of prize money and endorsements; underachievement and premature ending to careers.

Explain Irish anti-doping rules, the sanctions for violations and how the rules are enforced.

Discuss the Apply it example and the difference between James Cronin and Ray Walker in terms of intentional and unintentional doping.

Case study: Ask the students to read the Operación Puerto case study in their textbooks and complete the questions.

CASE STUDY QUESTION ANSWERS

Q1. Identify the method of anti-doping enforcement used to initiate the investigation into Doctor Fuentes. – A tip-off from a sportsperson. Q2. Doctor Fuentes engaged in blood doping of sportspeople. (a) Explain what is meant by blood doping. – Increasing the number of red blood cells in a performer’s blood to enhance endurance. (b) Identify the sanction that is likely to be imposed on a sportsperson for intentional blood doping. – 4-year period of ineligibility. (c) Identify the benefits to performance the sportspeople are likely to get from blood doping. – Increased cardio-respiratory endurance – Increased recovery e.g. repeated sprints in games – Reduced lactic acid levels – Run/swim/cycle/row faster for longer. (d) Describe the risks for the sportsperson from blood doping. – Blood clot – Stroke – Heart attack – High blood pressure.

CASE STUDY QUESTION ANSWERS (continued)

Q3. The police investigation and subsequent trial was limited to cycling. (a) Examine if this was the correct decision. – No: several cyclists claimed to have seen other sportspeople attending the clinic. – Football clubs had links with the doctor and paid for his services. – Many of the blood bags did not belong to cyclists. (b) Outline the allegations made about football. – Several clubs paid for the services of Dr Fuentes. – Several high profile players visited the clinic. – The establishment (government and judicial system) protected football. – Clubs used their wealth and power to avoid being investigated. (c) What reasons did Dr Fuentes and others give for the exclusion of football from the investigation? – Powerful people protected them: political and Royal ties. – Economic power of the top clubs. (d) Outline three consequences for the sport of football if it was to be linked to systematic doping. – Spain may have had to return the World Cup. – Scandal may have lead to the loss of sponsors. – Fans may lose faith in the game. – Loss of revenue. – Loss of the sport’s clean/drug-free image. – Compensation to clubs who were cheated e.g. Champions League qualification.

Explain that a therapeutic use exemption (TUE) allows a sportsperson to legally take a banned drug to treat an illness.

PRACTICE QUESTION ANSWERS

Q1. Identify two anti-doping violations and the sanctions imposed for each. – Presence of a banned substance = 4 years of ineligibility – Use or attempted use of a banned substance = 4 years of ineligibility – Evading, refusing or failing to submit a sample = 4 years of ineligibility – Any other of the 11 violations in table 8.5. Q2. Explain why a sportsperson may need to take a banned substance and the process they need to follow in order to avoid a breach of the anti-doping code. – Due to illness – To treat an existing chronic or long-term condition e.g. asthma – They must apply for a therapeutic use exemption (TUE) from their association. Q3. Outline how a sportsperson may take advantage of the TUE rule to enhance performance. – They may apply to use a drug they don’t need based on false medical grounds e.g. asthma medication they don’t need. – They may take more of the drug than they need to treat the illness. – They may continue to take it for longer than permitted. Q4. Identify two ways the anti-doping regulations are enforced. – Tip-off, testing, whereabouts filing, intelligence. Q5. Identify which anti-doping rule (if any) was violated (in the situations described on page 203 of the student textbook). (a) Tampering with doping control (b) Three whereabouts failures in 12 months (c) Prohibited association if found to be intentional (d) Possession of a banned substance; use or attempted use of a banned substance (e) Trafficking of a banned substance (f) None, unless complicity could be established (g) Use of a banned substance (h) Presence of a banned substance (i) None (he acted within the law but some people feel it was complicity in order to protect high profile sportspeople) (j) Presence of a banned substance; use or attempted use of a banned substance; administering a banned substance (doctor); complicity (doctor) (k) Trafficking; tampering with doping control.

8.5 Legal supplements

Introduction: Outline the types of legal supplements commonly used by sportspeople.

Discuss the ethics of using supplements with the class.

Explain the hierarchy of nutritional need for sportspeople and emphasise that supplements should only be used as a small addition to a balanced diet and not as the primary source of daily nutrition.

TASK 8.5 (Research) SAMPLE ANSWER

Investigate the use of dietary supplements designed to optimise performance in one selected physical activity. Justify your choice of the most effective supplements.

Activity: Sprinting

– Caffeine: as a stimulant to speed up reaction time and muscular contraction – Creatine: to extend the capacity of the ATP-PC system – Protein: to increase recovery and muscle bulk – Herbal remedies: to maintain the immune system.

PRACTICE QUESTION ANSWERS

Q1. Identify which supplement claims to: (a) increase muscle mass: protein (b) increase muscle energy stores: creatine (c) reduce fatigue: caffeine (d) increase oxygen to the muscles: beetroot juice (e) reduce blood acidity (increase pH): bicarbonate of soda/beta alanine. Q2. Discuss: Are sports supplements ethical or should they be banned? Provide three reasons to justify your answer. (Tip: you can give both sides of the argument in your discussion.) – Many supplements are widely used already by non-sportspeople. – Some are already used socially e.g. caffeine. – Most are legal and have little or no side effects. – Some have no proven benefit beyond the placebo effect. – Free society should allow free choice. Q3. Investigate if therapeutic use exemptions (TUEs) should be allowed. Outline the reasons for and against them in sport.

Yes: – Athletes can get sick like everybody else and require treatment. – The vast majority of sportspeople use TUEs correctly and obtain no advantage. – Athletes should not be prevented from competing by a long-term but manageable condition such as asthma.

No: – TUEs have been abused by some to get an unfair advantage. – Athletes who are sick enough to need strong medication should not be fit to continue training and competing, and should therefore be ineligible for a period after consuming the banned medication. – The athlete may continue to take it for the duration of the exemption despite recovering from the illness and returning to training/competition.