Moral development and sporting behavior in sport education: A case study of a preservice teacher with a coaching orientation

Abstract

Sport education (SE) is considered to be an excellent medium through which to develop students’ concepts of moral and sporting behavior. Previous research, however, indicates that teachers interpret SE differently, depending on their occupational socialization, which may hinder their fostering of these constructs. The purpose of this study was to determine the extent to which Lindsey, a coaching-oriented preservice teacher, promoted or negated moral and sporting behavior while teaching middle school girls within two 18-lesson SE seasons. The theoretical perspectives guiding the study were social learning theory and structural development theory. Data were collected using eight qualitative techniques. Data were reduced to key themes by employing analytic induction and constant comparison. The majority of the girls began the study at the preconventional level of moral development with limited understanding of moral and sporting behavior. Many girls did not improve during the course of the SE seasons, although a few displayed understanding at, and acted in accordance with, the postconventional level of moral development. Lindsey struggled to influence her students’ sporting and moral behavior because her previous socialization had resulted in her holding similar beliefs. In addition, her moderate coaching orientation led to her delivering a conservative, watered-down version of SE. Consequently, she did little to change the core cognitive structures guiding her students’ views. While SE offers opportunities for teachers to promote and develop sporting and moral behavior, this is not automatic and, as illustrated in this study, using the model may have a negative impact on students.