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Sportsmanship as an Ethical Value
Article in International Review for the Sociology of Sport · September 1995
DOI: 10.1177/101269029503000309
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Sportsmanship as an Ethical Value
GÁBOR PAPP, GYÖNGYVÉR PRISZTÓKA
Janus Pannonius University, Faculty of Natural Science, Institute of Physical Education and
Sport Science, Ifjuság u. 6, 7601 Pécs / Hungary
Abstract
This paper attempts to find what place sportsmanship, as an ethical value, has in the
structure of values, especially with respect to the structure of values in bodyculture. The
instilling of sportsmanlike behavior is basically the responsibility of the elementary and
secondary schools. It is important for future p.e. teachers to have enough experience in this
field, so that they can educate students morally through physical education and sports
training. During our survey we compared the ethical knowledge level - related to sports -
of elementary and secondary school pupils with university students. It is evident from the
results, that the sportsmen’s behavior is mostly determined by negative value orientations.
The knowledge of sports ethic and values the next generation has is important and we
would like to emphasize the importance of the realization of these educational tasks.
Introduction
The efficacy of the institutions that influence the value of young
people - the
family, the school, the church, the media - has diminished time. there are, over
instead, a lot of contradictory influences that shape the behaviour of young
people today and they make it difficult for today’s youth to make informed and
ethically sound decisions and judgements.
Sport, as we know, is one institution in society that affects behaviour. Sport
trains young people to become independent, self controlled, resolute, responsible,
and communal in their outlook. International competition provides an
opportunity for different nationalities to come together and develop respect for
different customs, cultures, and lifestyles around the world. Sport even reaches
those who are only indirectly involved with it (here we are thinking mostly
of spectators) as it provides them with a basis of mutual experience and
togetherness. There are few institutions in the world that reach as many people
and can affect as many people as sport.
Now in sport, victory is based upon merit since everyone competes under the
same rules yet despite the ethos of fair play, one hears of athletes who have not
behaved in a sporting manner. These breaches of fair play do not apply simply to
conduct that stretches the norms of the game but often transgress the ethos of
fairness in ways that are quite shocking and certainly very serious.
It is our belief that researchers and practioners in the field of physical
education should recognize the importance of sport in the building of personal
ethics and that sport leaders should place a greater emphasis upon the
enculturation of sound ethical behaviour through sport.
Int Rev for Soc ofSport 30/3+4 (1995)
@R Oldenbourg Verlag GmbH, D-81613 Munchen
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376
Figure 1.
~ ~l~
Sport and Value
In competitive sport over the last few decades the ethos of fair play has declined
as greater and greater emphasis has been placed upon winning. As a result, fair
play has been all but pushed into the background. Part of the reason for this
transformation is historical. Sport, both professional and international, has
become a source of subsistence for more and more athletes and, as a result,
performance results have taken on increased importance. Sport has become a
means of upward mobility for individuals and even entire families. In the midst of
this social transformation, there has been a transformation of values from
principles of fairness to principles of achievement. As a result, the values that
children are learning from sport are very different from those of fairplay. This
must be recognized and changed because in sport &dquo;... under appropriate
pedagogical conditions there are lots of opportunities for shaping the norms and
relations of behaviour that society approves and expects.&dquo;
Methodology
In thisstudy of sport and values, we carried out a survey analysis of elementary,
secondary, and university students’ value orientations towards sport. The
questionnaire was designed to measure the students’ conceptual knowledge of
sportsmanship as well as the value-orientation of the students themselves through
a five point Lickert scale. In this paper we will high light a few of the most
important results that came from that questionnaire survey.
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377
Values Pertaining to Sport in the Value System of the Body Culture
Before conducting our survey, we tried to determine the dominant value system
that pertained to sport within the body culture as a whole. As is well known, the
objective scale of values that is held by a society is manifested in the individuals
who make up the society as a set of subjective values (Figure 2-3).
I The values of positive sports moral of university validity )
- welcoming before each match, exchange of flags
- playing the national anthem, the relationship to the raising of the flag,
patriotism
- rejecting racial discrimination
- amateur idealism, olimpic idea
Positive moralqualities of universal validity that are needed for going in for
some sports
- unselfishness, constancy, courage, honesty, self control, generosity, friendship,
happiness, sympathy, discipline, loyalty, conscientiousness, reliability,
orderliness discipline of labour, collectivity, sense of responsibility
I The positive moral values of personality of the p.e. teacher and the coach
)
- keeping all the rules that regulate that certain kind of sport
- his/her own lifestyle, behaviour should be an exemplary for his/her students
- sense of responsibility for the professional preparation of his/her students and
in the development of their personality from all sides
- humane treatment
- thorough pedagogical grounding
developing a positive relationship between sportsman and coach (having great
pretensions, honesty, spontaneity, confidence, level-headedness)
) The referee’s positive moral values of personality )
- impartiability, fairness, consistency, individual judgement, sense of
responsibility, thorough professional grounding, determination, self control,
courage, friendly disposition
I The fan’s positive moral values of personality )
- having real, objective, patient, fair, attentive, humane and corporate manner
of behaviour
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378
I The sportsman’s positive moral values of personality (the rules of fair play) I
- honesty, loyalty, determined and dignified behaviour even when the other
treats him/her unfairly
- respecting the partner
- respecting the opposition whether they won or lost knowing that they are
essential partners with whom they should be on friendly terms because of
sports acknowledging the decision of the referee undebated, except in the
case of those sports that allow complaints
-
winning the game only for fun and firmly rejecting at all costs the winning of
the game
-
respecting the referee and this is shown by the effort to constantly cooperate
with him
-
modesty when winning the game, keeping calm when losing
-
establishing lasting human relationship
-
keeping the written and unwritten rules during the match
-
rejecting unjust advantages
-
communal behaviour
-
respecting and protecting collective property (sports establishments, sports
implements)
-
national feeling, self respect
-
acquiring and strengthening a fine reputation for our country
Figure 2-3.
The Breakdown of the Sample by Sex in Selected Groups
In our study of sports’ morals we began with the assumption that sports morals
would not be totally complete but be developing as part of general human activity
as a whole. In addition, there are social reasons for changes in sport’s moral order
while economics, politics, cultural rivalries and the increasing business like nature
of sport have an impact upon the moral system pertaining to sport.
At the same time, sport itself has its own internal dynamic which shapes sport’s
own moral order somewhat autonomously from the social whole. This, in part,
explains how, despite social pressures to the contrary, fair play has continued to
exist as a major principle in the moral order associated with sport. It was our
belief that participants even at a very early age (when sport teachers, coaches, and
experts have their greatest impact) should be consciously prepared to renounce
the morality consumed by the ethos of success in favour of a sport morality that
accentuates the positive human values that sport can foster and develop.
Examination of the Attitude
During our study of sports participants’ attitudes we examined the conscious
elements of ethical content and elements of value-orientation. For example, we
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379
examined the impact that the leading sports had upon the development of
students’ sportsman like behaviour. The weight given amateur versus
professional sport conduct, behaviour towards the referee, the value-orientation
one takes to one’s own team and teammates and towards opponents were also
examined. On the basis of the data collected we can see that the scale related to
amateur and professional is open. To cite two examples from the 34 item
questionnaire, item 19 (&dquo;I set a higher value on amateur sport than on
professional sport which is pursued for money.&dquo;) shows that there is a wide
difference of attitudes concerning the norm (Figure 4).
Answers (in per cent) given to item 19. in certain groups
I <
Figure 4/A.
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380
Answers (in per cent) given to item 19. in certain groups
Figure 4/B.
We stressed the most striking difference which can be seen with the help of
plotting. The data collected support the view that it is necessary to develop a new
sport model which carries within itself the positive values of professional and
amateur sports. Such a distribution in values is a dilemma not only for participants
in the survey but also for others within the sport system (e.g. players, coaches,
referees, sports club leaders). Those not taking part in sports regularly are in
favour of amateur sports while physical education majors favour professional
sports. The reason for this difference appears to be related to level of involvement
in sport and motivation and interest in sport. Despite the difference between the
two groups, both groups acknowledged the importance of high profile sports since
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381
it was not their opinion that &dquo;striving for more money&dquo; was the only motivation
behind them.
Item 27 &dquo;Even if the referee is in eror, I would admit that I had committed a
foul.&dquo; (Figure 5)
The answer given (in per cent) to item 27. in certain groups
Figure 5/A.
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382
Answer (in per cent) given to item 27. in certain groups (2)
Figure 5/B.
On the basis of the reasons that were similar to the ones mentioned above, we
will stress the results of two other age groups. Respect for authority and
sportsmanship are typical of elementary school students but the older they
become, the less they identify with these traits. This trend is strongest among
students who pursue sports in a serious manner (e.g. physical education majors
and college students). The reason for this shift is a stronger results oriented
approach to sport and the absence of educational experience in the area of values.
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383
Study of Relationships
As we proceeded in our analysis, we sought out any connections between the
thematic groups of questions. We compiled a correlation matrix of six variables.
Here we note only those coefficients that are significant at a level of .05.
1. There is a positive relation (r 0.196) between the level of ethical knowledge
=
connected with sports and the content of the sporting activity that is done in one’s
spare time. This means that when choosing a type of sport, the ethical norms of
that sport and its written and unwritten rules are important.
2. We found a positive relation (r 0.195) between knowledge about sports
=
ethics and the acceptance of sportsmanlike behaviour. Thus, the differentiated
conceptual knowledge-level has an effect on the level of value-orientation.
3. In the case of students who were not physical education majors, we found a
negative correlation (r =
0.035) between grade point average and value-
orientation of ethical content. This means that if a student’s grade point average
is better than the consciousness of sports ethic and his/her value.orientation
concerning the behaviour are more negative. The explanation for this is that if
students’ value of studying is greater than the value they place upon taking part in
sport than the value they place upon achievement orientation is directed towards
studying and not sport.
4. In the case of physical education majors in college, there is a positive relation
(r 0.772) between differentiated conceptual knowledge-level concerning sports
=
and the number of years that a particular sport has been pursued. On the other
hand, there is a negative relation (r 0.542) between the value-orientation
=
concerning sportsmanlike behaviour and the number of years that a certain sport
was pursued. On the basis of an item-analysis, this means that negative values of
sport ethic have developed in those students who regularly take part in sports.
We also compared the value-orientation and knowledge of ethical content of
those students who pursue sports competitively either individually or in a team
setting. We found no essential differences between these two types of students.
This does not mean, however, that there are not some sport-specific values. The
negative attitude found among some athletes in certain types of sports is not
automatically transferred to each athlete who takes part in the sport. There is
considerable room for individual discretion and differentiation.
The results noted above supported the theoretical statement that there is a
contradiction between success-orientation and sportsmanship and negative value
orientation develop in the personality of those students who regularly take part in
sport.
Discriminate Analysis
This method of examination offers a further direction to our research. In our
view, it is important to indicate that from the point of view of personalistic values
of ethical content and the development of value-orientation that besides
revealing the relation between two variables in a given group, we should also
examine the level and development of the above mentioned between two groups.
It is especially important in the case of students of the same age but the goals of
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384
Colleration matrixes 1
The total correlation matrix n =
640
Variables of the discriminant-analysis
1. Personalistic values level of ethical knowledge concerning sports (personalistic
values)
2.Grade point average
3.Developing a demand for regular physical training and sports
4.Free time and sporting activity (value orientation)
5. Attitudes of sportsmen
6. Conciousness of sports ethic and attitudes
Colleration matrixes 2
The total correlation matrix n = 239
Variables of the discriminant-analysis 2
(personalistic
1. Personalistic values level of ethical knowledge concerning sports
values)
2.Knowing the nations of being sportman like and unsportman like
3.Grade point average
4. Fans
5. Attitudes of sportsmen
6. Conciousness of sports ethic and attitudes
Figure 6 A-B.
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385
Discriminant analysis the contribution to distance of certain variables
Variables of the discriminant-analysis
1. Personalistic values level of ethical
knowledge concerning sports (personalistic
values)
2.Grade point average
3.Developing a demand for regular physical training and sports
4.Free time and sporting activity (value orientation)
5. Attitudes of sportsmen
6. Conciousness of sports ethic and attitudes
Figure 7.
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386
the examination can also determine the selection of pairs of groups. Of course,
only those grouped pairs which are significantly different from one another are
worth examining (see Figure 7). In Figure 7, we examined group 1 (elementary
school students from a special sports class) and group 4 (secondary school
students from a special sports class). We marked the variable of the groups with a
common number (the socalled Mahalanobis (D) universalized distance). After
this, we examined the contribution of certain variables to the distance (in per
cent). It can be seen that the level of ethical knowledge in group 1 and group 4
contributed to the distance of 37.8 per cent and the consciousness of sports ethic
in attitude to 21.1 per cent.
We would like to point out the pedagogical importance of this method since it
can be a guide concerning which value-orientation should be developed in order
to decrease the distance between the two groups. In place of a summary of our
results and discussion, we would like to quote from Rene Mahlen’s address at the
scientific congress at Munich in August 1972 since she conveys our message so
clearly.
&dquo;First of all the point is that those who are responsible for sports should devote
al their attention to the role of sports in education and trouble themselves less
with making sport entertainment. Beyond this, sports should be inspired by a
moral message the way de Coubertin, the initiator of the Modern Olympic
Games, wanted.&dquo;
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La Pratique Sportive Consideree Comme une Valeur Ethique
Resume
La presente contribution tente de d6finir la place que la pratique sportive, consideree
comme une valeur 6thique, peut occuper dans la structure des valeurs, specialement en ce
qui concerne la structure des valeurs en culture physique. L’initation a un comportement
sportif releve fondamentalement de la responsabilite des ecoles primaires et secondaires. 11
est important que les futurs professeurs d’education physique disposent d’une experience
suffisante en la matiere, de maniere a ce qu’ils puissent former moralement les 6tudiants à
l’occasion des cours d’education physique et d’entrainement sportif. Au cous de notre
etude, nous avons compare le niveau de connaissances ethiques - en relation avec le
domaine des sports - des eleves des ecoles primaires et secondaires, a celui des 6tudiants
d’universite. Les resultats de cette comparaison demontrent clairement que le
comportement sportif est essentiellement defini par des orientations de valeur negative. La
connaissance de 1’ethique et des valeurs sportives que possède la generation future est une
chose importante, et nous entendons mettre 1’accent sur l’importance que revet la
realisation de ces tiches 6ducatives.
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388
Sportmanship als ein ethischer Wert
Zusammenfassung
Dieser Artikel versucht herauszufinden, welchen Stellenwert &dquo;Sportmanship&dquo; als ein
ethischer Wert in der Struktur der Werte, insbesondere bezogen auf die Struktur der Werte
in der Korperkultur besitzt. Die Betonung von &dquo;Sportmanship&dquo; ist in erster Linie eine
Verantwortung der Grund- und weiterfuhrenden Schulen. Fur die Zukunft ist es wichtig,
daB Sportlehrer genug Erfahrungen in diesem Feld besitzen, so daB sie Schuler durch Sport
und sportliches Training zu emer moralischen Haltung erziehen konnen. Wahrend unserer
Untersuchungen verglichen wir das ethische Wissensniveau - bezogen auf Sport - von
Schflern der Grundschulen und der weiterfuhrenden Schulen mit dem von
Universitdtsstudenten. Die Ergebnisse zeigen deutlich, daB &dquo;Sportmanship&dquo; vornehmlich
durch negative Wertorientierungen determiniert wird. Die Kenntnisse der sportlichen
Ethik und der Werte unserer nachfolgenden Generation ist ohne Zweifel von Bedeutung
und deshalb wollen wir die besondere Bedeutung in der Verwirklichung dieser Werte als
Erziehungsaufgabe betonen.
Comportarse Deportivamente (&dquo;Sportmanship&dquo;) en Tanto que Valor Etico
Resumen
El articulo analiza el lugar ocupado por el &dquo;sportmanship&dquo; en la estructura de valores y
especialmente en la estructura de valores de la cultura corporal. La inculcaci6n de este
valor es responsabilidad de la escuela primaria y secundaria. Es importante que el
profesorado tenga suficiente experiencia en este ambito de modo que pueda educar
moralmente al alumnado durante las clases de educaci6n fisica y deportes. En nuestra
investigaci6n comparamos el nivel de conocimientos 6ticos de estudiantes de la escuela
secundaria con universitarios. A la luz de los resultados parece evidente que el
&dquo;sportmanship&dquo; esta principalmente influido por valores negativos. Es muy importante
para el futuro que las jovenes generaciones conozcan la etica y los valores deportivos.
Tambien es precise enfatizar sobre la importancia de una politica educativa destinada a la
transmision de los mismos.
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