Practical Applications for Teaching Character through Sport
By: Peter W. Van Mullem, Dave Brunner, Dr. Sharon K. Stoll

Introduction
Building a successful coaching legacy is conditional on recognizing "teachable moments" where character development can occur. During participation, athletes often display moral and social character, and frequently these moments go unrecognized. The ability to recognize these efforts can serve to promote the development of positive behavior outcomes in these athletes and promote the initiation of positive behavior outcomes in other participants on the team. The ability to identify universal core ethical values is essential if the coach is to begin this process.

Therefore, the purpose of this paper is to provide coaches with practical tools to teach character values through sport. We will discuss the application of this teaching methodology by 1) examining character development and the difference between social and moral character values, 2) explain the process of building a coaching philosophy based on values, and 3) provide suggestions in how to apply standards of performance with your team.

Character Development

Sport is an outlet and diversion from the traditional classroom, ripe with opportunities for character development.

Historically, the reason educational institutions have adopted athletics as a program is because, at their best, they promote character building. Sports help people feel comfortable in their skins and provide unique opportunities to develop qualities such as cooperation, perseverance, and the ability to cope with fear (Marino, 2007).

Character development is often seen a facet of ethics, and for our purposes applied to competition and coaching. Ethics is usually the study of moral philosophy or philosophical thinking about morality, moral problems, and moral judgments (Frankena, 1973). In simpler terms, ethics are guidelines of how individuals ought to act (Frankena, 1973; Fox & Demarco, 1990). In contrast, morality is the expression of values, attitudes, and lifestyles by specific social groups and individuals. Practically, morality has to do with human relationships (Fox & DeMarco, 1990). Competition is wrongly thought to be amoral activity; however, the basic notion of competition has moral implications. For example, Keating's (1964) classical definition states that competition is seeking after something of value to the exclusion of others while following agreed upon rules – a very direct and implied notion of moral active. In contrast, Simon's ideal definition of a mutual quest for excellence (Simon, 1985/2003); also contains moral implications of working together. Morally, each competitor desires their fellow competitor to be at their best, creating the ideal arena for superiority to prevail.

We grow, mature, and develop, or do not develop morally through our education and environment and we are highly affected by moral role models (Gwebu, Stoll, & Beller, 2007). In fact, the two most important periods of our moral growth occurs as infants and as teenagers when adults, mentors, parents, teachers, and coaches have an impact on our moral growth, positively or negatively (Pfaff, 2008; Gibbs, 2003; Higgins-D’Alessandro, & Power, 2005 ).

It is common for character education programs to discuss the importance of teaching of character values. However, the truly tricky part is to know what values are being, or not being taught. In moral education circles, we dissect character into two different parts: social and moral character. Social character is the value placed on specific personality and work ethic traits that society views as important for success. Examples of social character values frequently preached by coaches include hard work, toughness, teamwork, intensity, successfulness, and commitment (Rudd & Mondello, 2006). Moral character, in contrast, is the value placed on individual motive, intention, and action as directed toward other human beings. Common moral character values include honesty, responsibility, beneficence, and integrity (Frankena, 1973). Social character values presented in sport should match the character values society deems important for success, however, the importance of teaching moral character values first is demonstrated by asking the following question: do you want your student-athletes to be tough-minded and hard working, though untrustworthy and dishonest? By placing the teaching of moral character values first; honesty, justice, responsibility, and respect, they are emphasized as being more important.

Coaching Philosophy

The coach has the responsibility to be an educator. Hall of Fame and Legendary Basketball Coach, Pete Newell stated:

"Basketball develops initiative in the individual, and at the same time fosters a spirit of cooperation with a group, integrity to a team and to oneself, qualities of leadership, honesty, and responsibility, moral obligations, the ability to sacrifice, moral and physical courage, and a defined sense of values. Certainly each of these qualities are composite traits of personal integrity or character…There must, therefore, be more than the mere physical development of the individual in the game of basketball. Consequently, the benefits derived from participation must include more than a favorable outcome of the game" (Newell & Benington , 1962, p.10).

Newell is correct in his argument for the athlete to be a complete person, for moral education is a continuous process built on a student-athletes’ life experiences and the influence of parents, coaches, teachers, and friends. This process culminates in developing moral character and the coach is in a position to help athletes understand their role, purpose, and responsibility to others. Therefore the character of the coach will affect the student-athletes' moral development (Stoll & Beller, 2006).

A coach has an opportunity to leave a lasting legacy with an established coaching philosophy. A coaching philosophy is built on a set of standards by which a coach influences, teaches, and models. And it starts with the coach's belief system. Why are some team cultures successful, and why do others fall short of achieving their goals?

While success may be defined in many terms, the bottom line for these cultures is that the growth in the culture must somehow ultimately be reflected on the scoreboard. To achieve this practical outcome, the leadership must consider their philosophy, and the impact that their beliefs will have upon the participants relative to their development as excellent human beings first, and excellent players second. For, our existence is predicated upon this concept of excellence. "Human existence resides in being an excellent human. To achieve any goal at the expense of the denial of the importance of human excellence is to cease to be humane" (Gibson, 1993, p.58). Hence, deliberate reflection must be undertaken to identify the underpinnings of one's belief system. By examining your belief system, and creating and actualizing a value driven mission, a foundation for growth can occur that will provide an opportunity for consistent moral growth and performance improvement for the participants in your program.

"The most powerful leadership tool at your disposal is your own personal example" (Wooden, 2005). Consequently, be prepared to live the mission and belief system that you desire to actualize for your team. Remember the idealistic view of competition sees competition as a mutual quest for excellence (Simon, 1985/2003). Therefore, as you design your mission, consider the impact that a true appreciation for the nurturing of the truly competitive spirit can bring to the group. Taken from the ancient Greek perspective and from the Latin origin of the word competition 'con-pietre,' competition in this case means to search together. In this case, it is implied that both parties search together for excellence, with each group pushing the other to greater levels of performance through challenge.

Being a participant in sport requires us to make a bargain with ourselves. When we choose to become a participant in sport, we must ante up and decide what the price is that we are willing to pay in order to become competitive - competitive in the sense that we are seeking excellence in ourselves and our performance. For, competition must be seen as a process through which excellence is sought (Gibson, 1993). Moreover, we must decide where this excellence begins and ends. If we are to become the participant who desires consistency in our performance, then we must consider our quest for excellence to become a quest for generalized excellence; or arête. Monitoring your team and individual player progress toward the achievement of this generalized excellence can be done through the identification of and practice of individual and collective standards of performance (Walsh, 2003).

Standards of Performance

What do you want your team to look like on game day, during a practice, and off the field of play (Brown, 2003)? By setting standards or performance, the coach defines the moral environment and sets the moral role. The player then becomes de-mystified as to what is truly considered as excellence. What is excellence in terms of class attendance? Is it 90%? Is it 80%? And, so forth. What is excellence in terms of strength training---in terms of substance abuse---in terms of practice performance---in terms of treatment of other students who are not members of your program?

As a coach, these standards must be defined for each player and your group. A consistent performance cannot realistically occur that will yield sustained excellence over time unless the expectations can be qualified, and quantified in a way that your team can understand. Standards of performance may differ for all; however, the commitment to achieving and evolving to higher standards must be unilateral. Excellence in this fashion truly becomes a process oriented activity, in which you the coach become the custodian and caretaker. What you believe is manifested in how you act, and how you act sets your coaching environment. A moral role model has a duty to live their moral values. Coach John Wooden always argued for a principled way of living life and coaching. Success he said would follow. What do you believe? And how does your coaching and your life demonstrate and teach what you believe and teach to your players?

Conclusion

Sport is a powerful entity in society and is full of teachable moments – the most important of which are those that encourage positive growth of individuals, not just athletes or teams. The most powerful role-model for the athlete is the coach, who is trusted to lead, teach, and develop student-athletes into better players and better people. By implementing a teaching methodology that emphasizes teaching character through sport, the coach is building a successful coaching legacy.

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