ABSTRACT

Numerous scholars have contributed to our understanding of the role moral philosophy can and should play in youth sport and physical education (e.g. Shields and Bredemeier 1995; Hsu 2004; Morgan 2006). While this literature has implications for community-based youth sport, extra-curricular sport, physical education, and the ongoing structure and organization of all three, it has failed to determine whether the broader context of these programs in terms of their location (i.e. urban, suburban, or rural settings) has impacted on the policies and pedagogies around ethics in sport. From an absolutist position, some may argue that context should not matter, but we believe an effective pedagogy is one that is responsive to the learners as well as the context in which it is being delivered. For instance, consider large urban cities that are densely populated with inhabitants who are diverse in terms of race, culture, language, education, as well as socioeconomic levels against many rural locations that are sparsely populated and very similar in terms of the factors previously outlined. While the fundamental processes and skills involved in moral decision-making may be the same in both of these locations, as well as many of the ethical dilemmas faced by today’s youth, those growing up in large urban environments often face these issues earlier, more frequently, and with potentially more dire consequences.