ABSTRACT
The notion that sport builds character has been a popular claim for decades, and rests on the taken-for-granted assumption that there is some sort of internal connection between the practice of sport and the development of moral qualities (Carr 1998). Despite its positive overtones, the belief has often led to a culture of not teaching or coaching in relation to moral values, as it is based on the perception that a coach’s task is simply to organize sporting activities for children/athletes who learn ethical behaviours from simply participating in them. Regardless of this tendency towards passivity, coaches are also expected to be positive moral role models for children, being responsible for guiding them towards the adoption of desirable cultural values (McCallister et al. 2000). Despite the popularity of the notion of sport being a character builder, it has not been the subject of widespread critical examination. Indeed, it has not garnered anything approaching general consensus, let alone necessary operational definitions. This is particularly so in relation to what is meant by the term ‘character’, and how the context and/or the coach is meant to develop it (Sheilds and Bredemeier 1995). This lack of clarity has led to an inadequate conception of the professional responsibilities associated with the coaching role in terms of athletes’ moral development (Carr 1998).
