A Program for Faculty Athletic Representatives Presents

A Program for Faculty Athletic Representatives

A Program for Faculty Athletic Representatives

Presents

Faculty Athletic Representatives 0100 © 2000 Josephson Institute #2

What is the proper and highest role of the faculty athletic

representative?

Role of Faculty Reps



1. Liaison between academic and athletic departments with no specific agenda.

2. Assure that needs and perspectives of the athletic dept is understood by academics.

3. Assure that the needs and perspectives of the faculty and its academic mission is understood by athletic department.

4. Faculty watchdog to assure that academic goals are placed above athletic goals.




1. Monitor policies and practices of athletic dept on behalf of the faculty.

2. Provide advice and guidance to athletic dept on how academic goals of the university can be met.

3. Provide a consistent and strong counter-pressure on the administration to assure that the sports program advances the educational and character building mission of the university.

Watchdog and Advocate of

Educational Priorities

Watchdog and Advocate of

Educational Priorities

Mission & Values of Your

Sports Program?

Mission & Values of Your

Sports Program?


Values are the core desires, beliefs, and principles that motivate actions and shape

the character of individuals and

institutions.

ValuesValues


Stated vs. Operational

Values

Stated vs. Operational

Values STATED VALUES: What we say we value and the level of import-ance we say we attach to the value.

OPERATIONAL VALUES: What we actually value as revealed by our actions and how we make decisions and resolve conflicts among competing values.

Consistency between stated and operational values is

a matter of integrity.

Consistency between stated and operational values is

a matter of integrity.

Integrity


1. Athlete is a student first; academic goals and responsibilities must be placed above athletic ones.

2. It is the responsibility of both the academic and athletic departments to assure that the educational goals of the institution are given top priority in the sports program and in the activities and attitudes of each student-athlete.

The Student-Athlete IdealThe Student-Athlete Ideal


1. At many institutions there is a substantial gap between the rhetoric and reality of the student-athlete especially in those sports that generate revenue or are the subject of special school pride.

2. Where schools are highly competitive and concerned with winning the tendency is to treat studenthood in a minimalist way – stay eligible and maintain acceptable graduation rates.

Student-Athlete Ideal: Rhetoric vs.

Reality


Reality


1. Recruiters focus on athleticism treating academic ability as a threshold barrier.

2. Recruiters of high profile sports often knowingly seek athletes who have little or no interest in education

3. The most highly recruited athletes are the least likely to view themselves as students first.

4. The better the athlete the more likely he is to leave the university for the pros .


Reality


Reality


Competing Sports Models

Competing Sports Models

1. Recreation (fun in playing)

2. Competition (pursuit of victory)

3. Education (physical, mental, social and

moral development)

4. Personal Career (scholarship and

income for athletes; compensation,

bonuses and job security for coaches)

5. Business (revenues and public relations)

SPORTS AS RECREATIONSPORTS AS

RECREATION


SPORTS AS RECREATIONSPORTS AS

RECREATION

The objective of a sports program is to provide a

physical recreational activity as a source of fun, enjoyment

or excitement for the participants.


Recreational Programs Should

Emphasize

Recreational Programs Should

Emphasize1. Playing — provide all athletes

opportunity to play2. Camaraderie — team concepts to

enhance sense of belonging, fellowship, togetherness, and friendship

3. Balanced Competition — assuring that athletes or teams are classified so that they have a chance to win

4. Positive Coaching — coaches help athletes develop confidence and pride


Measure of Success: Player Enjoyed Activity

Measure of Success: Player Enjoyed Activity The recreation model is athlete-

centered -- the controlling objective of sports is that the athlete enjoys the experience.

The measure of success is the degree to which participants had fun or derived pleasure from the activity itself.


Why Youngsters Participate in

Sports

Why Youngsters Participate in

SportsThe #1 reason both boys and

girls participate in high school sports is to have fun.

Lack of having fun is the leading reason for dropping

out of participation. -- Survey of 10,000 high school students (1990)


Winning is Not Essential

Winning is Not Essential

Though winning is itself fun and losing can be painful, winning it is not essential to enjoyment or

even a major incentive to participation — ranked 12th by

girls and 8th by boys.

-- Survey of 10,000 high school students (1990)

SPORTS AS COMPETITION





The objective of a sports program is to provide athletic competition to determine how good

individuals and teams are and who is best.


Arizona Sports Summit AccordArizona Sports Summit Accord

At its best, athletic competition can hold intrinsic

value for our society. It is a symbol of a great ideal: pursuing victory with honor.

-- Arizona Sports Summit Accord, Preamble


Olympic CreedOlympic Creed

The most important thing in the Olympic Games is not to win but to

take part, just as the most important thing in life is not the

triumph but the struggle. The essential thing is not to have

conquered but to have fought well.— Baron Pierre de Coubertin, founder modern Olympic Games


Competitive Programs Should Emphasize:

Competitive Programs Should Emphasize:

1. Effort and doing one’s best

2. Individual and team peak

performance

3. Coaching expertise

4. Reverence for the sport

5. Competing with honor

SPORTS AS EDUCATIONSPORTS AS EDUCATION


DEVELOPING POSITIVE LIFE

SKILLS

DEVELOPING POSITIVE LIFE

SKILLS

The objective of a sports program is to develop positive

life skills that will help participants become

personally successful and socially responsible.


Sports programs must be conducted in a manner

that enhances the physical, mental,

emotional, and moral development of athletes

and teaches them positive life skills that will

help them become personally successful and

socially responsible.

-- Arizona Sports Summit Accord, ¶3

Developmental Goals

Developmental Goals


In our effort to win, we must never forget that victory is a means not an end, that our basic purpose is to help young people grow into decent, kind and sound men and women.

— Curtis Tong, coach and sports philosopher

Basic PurposeBasic Purpose


Developing Important Life

Skills and Habits

Developing Important Life

Skills and Habits Fitness and healthy habits. Mental toughness, courage and perseverance. Lifelong habits of preparation, hard work and

self-discipline. Commitment to competing according to

principles of ethics and sportsmanship. Ability to win and lose with class. Disposition to treat everyone with respect all

the time. Leadership skills and responsibility including

willingness to live up to the duty to be a role model and organizational ambassadors.

Develop healthy, realistic and balanced attitudes toward sports, education, social relationships and career alternatives.


Aspects of Personal

Development

Aspects of Personal

Development Physical Mental Emotional Moral


PHYSICAL DIMENSIONPHYSICAL

DIMENSION

Physical abilities including coordination, endurance, strength and quickness.

Sport-related techniques that enhance performance.

Overall conditioning.


MENTAL DIMENSION

MENTAL DIMENSION

Knowledge of rules of the game and regulations governing competition.

Ability to understand, apply and develop sport-related strategies.

Ability to make good judgments and quick decisions under pressure.

Ability to set and pursue goals with self-discipline.

Commitment to and appreciation of the value of an academic education.


EMOTIONAL DIMENSIONEMOTIONAL DIMENSION

Control and manage their emotions such as desire, anger, fear, frustration, and pride.

Emotional toughness, courage, perseverance. Deal appropriately with and learn from both

winning and losing. Develop and maintain healthy social relationships

within and outside of sports. Develop and maintain a healthy perspective about

the role of sports in the context of a balanced life.

Sports should assist athletes develop psychological strength by teaching them to:


MORAL DIMENSION

MORAL DIMENSION

Trustworthiness –scrupulous integrity, honesty, promise-keeping and loyalty.

Respect – controlling violent instincts and treating all participants with respect.

Responsibility – contributing to team success, accountability, pursuing excellence.

Fairness – never cheating. Caring – compassion, empathy, unselfishness Citizenship – playing by the spirit of the rules

Sports should assist athletes develop strong personal character by promoting a commitment to compete and live according to principles of sportsmanship and ethics including:


American Football Coaches

Association


AssociationThe function of the coach is to

educate students through

participation in the game of

football. This primary and basic

function must always be upheld.

— AFCA Code of Ethics Art. 2, Rule #1



Association


AssociationThe coach should never place the value of a win above that of instilling the highest desirable ideals and character traits in his players.

— American Football Coaches AssociationCode of Ethics, Art., 1, Rule #1


Arizona Sports Summit Accord:

Principle #1


Principle #1The essential elements of character-

building and ethics in sports are embodied in the concept of

sportsmanship and six core principles: trustworthiness, respect, responsibility, fairness, caring, and good citizenship.

The highest potential of sports is achieved when competition reflects these “six

pillars of character.”



Principle #2


Principle #2It is the duty of sports leadership —

including coaches, athletic administrators, program directors and game officials — to promote sportsmanship and foster good

character by teaching, enforcing, advocating and modeling these

ethical principles.



Principle #3


Principle #3To promote sportsmanship and foster the development of good character, sports programs must be conducted

in a manner that enhances the mental, social and moral

development of athletes and teaches them positive life skills that will help them become personally successful

and socially responsible.



Principle #9


Principle #9The highest administrative officer of organizations that offer sports programs must maintain ultimate responsibility for the quality and integrity of those programs.

Such officers must assure that education and character development responsibilities are not compromised to achieve sports performance goals and that the academic, emotional, physical and moral well-being of athletes is always placed above desires and pressures to win.

The Coach As A Teacher & Mentor

The Coach As A Teacher & Mentor



Principle #16


Principle #16The profession of coaching is a

profession of teaching. In addition to teaching the mental and physical dimensions of their sport, coaches

through words and example must also strive to build the character of their

athletes by teaching them to be trustworthy, respectful, responsible, fair,

caring and good citizens.— Arizona Accord, 16


Teachers Affect All Eternity...

Teachers Affect All Eternity...

You never know where their

influence stops. — Henry Adams

© 1999 Josephson Institute



Principle #10The faculties of educational institutions must be directly involved in and committed to the academic success of student-athletes and the character-building goals of the institution.



Principle #12The leadership of sports programs at all levels must ensure that coaches, whether paid or voluntary, are competent to coach. Minimal competence may be attained by training or experience. It includes basic knowledge of:

the character-building aspects of sports, including techniques and methods of teaching and reinforcing the core values comprising sportsmanship and good character;

first-aid principles and the physical capacities and limitations of the age group coached; and

coaching principles and the rules and strategies of the sport.

SPORTS AS A CAREER

SPORTS AS A CAREER


SPORTS AS A CAREER

SPORTS AS A CAREER

The objective of a sports program is to provide

athletes and coaches a career as a means of making money and providing professional

satisfaction.

SPORTS AS A BUSINESSSPORTS AS A BUSINESS


SPORTS AS A BUSINESS

SPORTS AS A BUSINESS

The objective of a sports program is to provide

revenues and positive public relations for educational institutions and profit-seeking organizations.


Values Promoted by the Business ModelValues Promoted by the Business Model

1. Revenue (TV contracts, licensing, concessions, sponsorships)

2. Positive Publicity3. Spectator Support4. Individual Athleticism5. Showmanship6. Violence7. Exciting Contests


Sports as a Business

Sports as a Business

Treating sports as a business has placed huge

emphasis on the entertainment dimension of sports and has

created a commercial culture where teams, coaches and athletes are commodities.


Sports Is More Than

Entertainment

Sports Is More Than

EntertainmentSports may be entertaining, but to call it entertainment demeans and mischaracterizes its true nature. It is no more entertainment than is

fine art, literature or real journalism. The purpose of sports is not to entertain fans, it’s to compete

nobly in pursuit of victory. — Michael Josephson


Supports University mission by providing student athletes with exceptional educational and athletic opportunities.

Commit to national leadership, excellence and the highest ethical standards in intercollegiate athletics.

Present outstanding teams which provide quality entertainment and a positive public identity for the University.

Mission: Ohio State Department of

Athletics

Mission: Ohio State Department of

Athletics

Sample Institutional Mission StatementsSample Institutional Mission Statements


Purpose: NCAATo Promote and

Develop...

Purpose: NCAATo Promote and

Develop...

Educational leadership Physical fitness Athletics excellence Athletics participation as a

recreational pursuit


To promote the education and development of students through intercollegiate athletic participation [based on] a commitment to high standards and to the principle that participation in athletics serves as an integral part of the total educational process.

Purpose: NAIAPurpose: NAIA

— National Association of Inter-Collegiate Athletics


NAIA: Member Institutions Shall...NAIA: Member Institutions Shall...

Ensure that intercollegiate athletics is an integral part of the total educational offering;

Encourage the broadest possible student involvement in the athletics program;

Maintain high ethical standards through commitment to the principle of self-reporting;


NAIA: Member Institutions Shall...NAIA: Member Institutions Shall...

Evaluate the athletics program in terms of the educational purposes of the institution;

Engage in completion with other institutions having similar athletics philosophies and policies; and promote gender equity.


1. A focus on ethical behavior in the communities that encourages and supports participation in sport as a positive character-building activity.

Citizenship Through Sports Alliance

(CTSA)

Citizenship Through Sports Alliance

(CTSA)GOALSGOALS


2. To create a network of national sports organizations working together with the professional sports leagues to emphasize the values of respect for self, respect for others, teamwork, discipline, responsibility and commitment.

CTSA GoalsCTSA Goals


To provide leadership and national coordination for the

administration of interscholastic activities which will enhance the educational experiences of high school

students and reduce risks of their participation.

Mission Statement: National Federation of

State High School Associations (NFHSA)

Mission Statement: National Federation of

State High School Associations (NFHSA)


Create, establish, provide for, and conduct interscholastic athletic programs consistent with the educational values of the high school curriculums and the physical welfare and fitness of students by giving the opportunity to participate in athletics designed to meet the needs and abilities of all.

Purpose: Michigan High School Athletic Association

Purpose: Michigan High School Athletic Association


We believe that the student-athlete is best served by a system which emphasizes the amateur, educational, and character-building aspects of high school sports and which recognizes that athletics is not the driving force. The students are in school primarily to obtain an education.

Pennsylvania Interscholastic

Athletic Association (PIAA)

Pennsylvania Interscholastic

Athletic Association (PIAA)


What Do Each of the Following Constituencies

Want Most From Your Sports Program?

1. Governing Board2. Administration 3. Coaches4. Athletes5. Alumni or booster groups6. Parents7. Faculty8. Community



Principle #7The importance of character, ethics and sportsmanship should be emphasized In all communications relating to the recruitment of athletes, including promotional and descriptive materials.



Principle #8In recruiting, educational institutions must specifically determine that the athlete is seriously committed to getting an education and has or will develop the academic skills and character to succeed.



Principle #9The highest administrative officer of organizations that offer sports programs must maintain ultimate responsibility for the quality and integrity of those programs.

Such officers must assure that education and character development responsibilities are not compromised to achieve sports performance goals and that the academic, emotional, physical and moral well-being of athletes is always placed above desires and pressures to win.

Problems in Intercollegiat

e Athletics

Problems in Intercollegiat

e Athletics


Problems in Intercollegiate

Sports

Problems in Intercollegiate

Sports1. Integrity: fidelity to academic and character-building objectives in a “must win” business culture

2. Character and Competency of Coaches3. Cheating and Gamesmanship 4. Sportsmanship: On-Field Conduct5. Modeling: Off-Field Conduct6. Fairness: Appropriate Discipline7. Conduct of Spectators and Spirit Groups8. Professional Coach-Athlete Relationships9. Excessive Commercialism10. Title IX Gender Issues


Subordinating academic and character-building objectives to sports success in a business culture.

Integrity Issues re: Pursuit of Stated Sports

Mission

Integrity Issues re: Pursuit of Stated Sports

Mission

Recruiting athletes with serious academic or character deficiencies.

Unfairly favoring athletes.

Subordinating well-being of the athlete in pursuit of winning for the benefit of the institution or the coach’s career.


Questionable admission practices

Improper academic assistance.

Low graduation rates.

Inadequate response to misconduct.

Commercialization.

Inappropriate allocation of resources.

Dishonesty and hypocrisy.

Loss of Credibility of Educational

Institutions

Loss of Credibility of Educational

Institutions


Competency &Character of Coaches

Competency &Character of Coaches

Personal Character

Basic Knowledge of Game – rules, strategies, techniques

Basic Knowledge of Safety Considerations and First-Aid

Basic knowledge of character-building aspects of sports, including techniques and methods of teaching and reinforcing the core values comprising sportsmanship and good character.


Cheating & Gamesmanship

Cheating & Gamesmanship

Game-relating cheating and questionable gamesmanship tactics.

Violation of NCAA or NAIA recruiting, eligibility, compensation or other regulations.

Equipment or field tampering.

Use of performance enhancing drugs.

Less than honorable competitive techniques to get an edge.


Gamesmanshipvs. Sportsmanship

Gamesmanshipvs. Sportsmanship

Much of the disparity in viewpoint as to what is required of an ethical coach or athlete is a direct result of one’s philosophy about the very nature of sport.

There are two major models of sport based on very different values and assumptions: the sportsmanship model and the gamesmanship model.


GAMESMANSHIPGAMESMANSHIP

Under the gamesmanship model, all that really matters is winning.

Gamesmanship approaches adopt the values of marketplace, encouraging and sanctioning clever and effective ways of bending, evading, and breaking the rules when it provides a competitive advantage is part of the game.


GAMESMANSHIPGAMESMANSHIP

Gamesmanship coaches and athletes often believe that they have no ethical or sportsmanship obligation to abide by rules because it is the official’s job to catch violations and impose penalties.

The operational standards of gamesmanship is: “if it works it’s right,” and “its only cheating if you get caught.”


SPORTSMANSHIPSPORTSMANSHIP

Under the sportsmanship model of sports, the way one plays the game is central.

Sport is seen as a very special activity where nobility and glory is found, not in winning, but in honorable competition in pursuit of victory.



The sportsmanship model demands a commitment to principles of scrupulous

integrity (including compliance with the letter and spirit of the rules even

when one could get away with violations), fair play, respectfulness and

grace.


SPORTSMANSHIP: Disadvantages

SPORTSMANSHIP: Disadvantages

One who plays by the sportsmanship model is often at a substantial disadvantage when competing against others who adopt the gamesmanship theory of sport. Gamesmanship coaches may gain

advantages by violating eligibility, recruiting, and practice rules just as gamesmanship athletes gain an advantage using illegal performance enhancing drugs.



In sports, as in business and politics, the more important it is to win, the higher the stakes, the harder it is to adhere to ethical standards.

A true sportsman/woman must be willing to lose rather than sacrifice ethical principles — even when the stakes are high.



A victory attained by cheating or other forms of unethical conduct is counterfeit. A sportsman/woman believes that winning without honor is not a true victory. Coaches must remind themselves and their athletes that true sports is a process of pursuing victory with honor.


Sportsmanship:On-Field ConductSportsmanship:

On-Field Conduct Attempts to injure, fighting and other improper

use of violence.

Belligerent taunting and trash-talking that demeans competition and spawns violence.

Disrespectful conduct by athletes and coaches to sports officials, opponents, teammates or spectators including profanity and obscene gestures and disrespectful displays/gestures of celebration.


Modeling:Off-field Conduct

Modeling:Off-field Conduct

Academic cheating. Legal use of alcohol and tobacco. Sexual misconduct including

harassment and sexual assaults. Criminal activity including

assaults, theft, domestic violence, alcohol abuse, and use of illegal drugs.

Gambling


Fairness: Appropriate Discipline

Fairness: Appropriate Discipline Bad sportsmanship or cheating.

Violating team or school rules. Academic cheating. Sexual misconduct including harassment

and sexual assaults. Gambling Interacting with court system, NCAA or

NAIA, and university discipline process re: criminal conduct (e.g., assaults, theft, domestic violence, DUI, illegal drugs).


Improper Conduct by Spectators & Spirit

Groups

Improper Conduct by Spectators & Spirit

Groups Fighting and other violent activity Inappropriate and vicious taunting Disrespectful and offensive cheers Drinking in stands Intimidating or assaulting officials


Excessive Commercialization

Excessive Commercialization

Exploitation of institutional name or stature to promote products.

Undignified intrusion of commercial messages and concerns in athletic decisions.

Distraction from main goals and mission to court and please sponsors.

Conveying the message that everything is ultimately about money.



Principle #15


Principle #15Though economic relationships between sports programs and corporate entities are often mutually beneficial, institutions and organizations that offer athletic programs must safeguard the integrity of their programs. Commercial relationships should be continually monitored to ensure against inappropriate exploitation of the organization’s name or reputation and undue interference or influence of commercial interests. In addition, sports programs must be prudent, avoiding undue financial dependency on particular companies or sponsors.


Professional Coach-Athlete

Relationships

Professional Coach-Athlete

Relationships Romantic and sexual relationships Financial relationships Conflicts of interest Loyalty Honesty and candor Fair and nondiscriminatory

What You Should Know About

Today’s Student Athletes

What You Should Know About

Today’s Student Athletes


Propensities Toward Violence

Propensities Toward Violence

70% of high school and middle school makes say they hit a person within the last 12 months because they were angry.

24% of high schoolers and 18% of middle schoolers took a weapon to school at least once in the past year.


Use of Illegal Drugs

Use of Illegal Drugs

48% of the high school graduating class in 1995 used an illicit drug at least once (up from 40% in 1992).

26% of high school seniors used an illicit drug at least once a month during their senior year.


Use of AlcoholUse of Alcohol

22% of high schoolers say they have been drunk at school at least once in the past year.

9% of middle schoolers came to school drunk at least once.


Irresponsible Sex

Irresponsible Sex

Nearly 400,000 unmarried teens give birth each year.

Many high profile male athletes have fathered one or more children while in their teens.

Some of the biggest stars in pro sports have fathered multiple children with multiple women out of wedlock.


Irresponsible Sex

Irresponsible Sex

Three million teenagers contract sexually transmitted diseases each year.


Academic CheatingAcademic Cheating

70% of all high school students admit they have cheated on an exam at least once in the past year.

About one in three college students admit cheating on an exam in the past year.

High profile cheating scandals of college athletes are recurrent.


Theft and FraudTheft and Fraud

47% of all high school students admit they have stolen something from a store in the past year.

About one in five (17%) of college students admit shoplifting in the past year.

Nearly a dozen UCLA football players were convicted of committing fraud to get undeserved handicapped parking permits.

The Life of Student-Athletes


Faculty Athletic Representatives 0100 © 2000 Josephson Institute #97-- University of Arizona Student-Athlete handbook

Special Issues & Obstacles for Student

Athletes

Special Issues & Obstacles for Student

Athletes Limited time Competitive

pressures Visibility Fear of injury Pressures to

take performance enhancing drugs

Social pressures Travel schedules Need to follow orders

to achieve athletic success

Stress created by pressures to succeed academically and athletically



The Life of Student-AthletesBecause many student-athletes face pervasive pressures and temptations

relating to their status as athletes, sports programs should assure that

they are given tools to help them anticipate and deal with situations that

could cause them harm, injure their reputations, hurt their team, or

damage their school through unwise decisions or improper conduct.


Sport-Related Temptations and

Dangers for Student-Athletes

Sport-Related Temptations and

Dangers for Student-Athletes

Use of performance enhancing drugs.

Unhealthy practices to gain or lose weight.

Win-at-any-cost attitudes that promote violent and unsporting conduct.

Cheating to maintain eligibility. Gambling.


Special 0ff-the-Field Temptations and Dangers

for Student-Athletes

Special 0ff-the-Field Temptations and Dangers

for Student-Athletes

Distraction and minimization of importance of academic performance and education

Ignoring social and emotional needs Recreational drugs including alcohol and

tobacco Gambling and dealing with gamblers (e.g.,

point shaving) Sexual promiscuity and related concerns

including pregnancy and disease Violence including fighting and sexual

assaults Being challenged or taunted Dealing with untrue and unfair accusations Unrealistic or imprudent dependency on

making a living as an athlete


Special Temptations and Pressures for

Coaches

Special Temptations and Pressures for

Coaches Putting winning above the long-term well-being of an individual student-athlete

NCAA violations especially re: recruiting, practice limitations, work, and scholarships

Encouraging or looking the other way at performance enhancing drugs

Tolerating violence, recreational drug use or other misconduct rather than risk losing

Disrespect including verbal abuse or violence towards athletes or officials

Sexual relationships with athletes and former athletes

Improper financial relationships with athletes


Core Elements of Athlete’s TrainingCore Elements of Athlete’s Training

Clear and specific standards of conduct.

Instruction regarding rules, regulations, and policies.

Instruction regarding ethical obligations and principles of sportsmanship.

Instruction in leadership and critical reasoning skills.



Principle #4


Principle #4Participation in athletic programs is a privilege, not a right.

To earn that privilege, athletes must conduct themselves, on and off the field, as positive role models who exemplify good character.



Principle #5


Principle #5Sports programs should establish standards for participation by adopting codes of conduct for coaches, athletes, parents, spectators and other groups that impact the quality of athletic programs.



Principle #6


Principle #6

All sports participants must consistently demonstrate and demand scrupulous integrity and observe and enforce the spirit as well as the letter of the rules.



Principle #11


Principle #11Everyone involved in athletic competition has a duty to treat the traditions of the sport and other participants with respect. Coaches have a special responsibility to model respectful behavior and the duty to demand that their athletes refrain from disrespectful conduct including verbal abuse of opponents and officials, profane or belligerent trash-talking, taunting and unseemly celebrations.



Principle #13


Principle #13Because of the powerful potential of sports as a vehicle for positive personal growth, a broad spectrum of sports experiences should be made available to all of our diverse communities.



Principle #14


Principle #14To safeguard the health of athletes and the integrity of the sport, athletic programs must discourage the use of alcohol and tobacco and demand compliance with all laws and regulations, including those relating to gambling and the use of drugs.

Documents

A Program for Faculty Athletic Representatives Presents