National Collegiate Athletic Association
NCAA News Archive - 2007
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Let philosophy guide behavior
It is said that where morals are high, rules are unnecessary; and where morals are low, rules are unenforceable.
However, rules are inherent in athletics. In the NCAA, we cannot legislate genetics, so we choose to legislate things such as lengths of seasons, the number of contests, and the types of recruiting contacts and enticements that are acceptable within the philosophical tenets of the Association and its divisions.
When we propose legislation, an intent statement is included in the proposal. When a legislative proposal becomes part of the bylaws, the intent statement disappears. We are then left to interpret the legislation either literally or by taking a philosophical approach.
The NCAA membership services staff is extremely helpful in interpreting legislation, but it requires the membership to ask for that interpretation. If we “don’t ask and don’t tell,” we are freed to apply our own literal interpretation — and people may shape that interpretation to their own bias for or against that bylaw.
It is imperative when we enact legislation or interpret bylaws that we refer to our stated NCAA and divisional philosophy to ensure that we consistently establish rules that are in line with what we believe. We need to continually assess who and where we are in the continuum of athletics endeavor.
My institution competes in Division III, where athletics has changed dramatically since the mid-1970s. Good or bad, it is what it is, and it would be very difficult to turn back the clock.
In Division III, quality and quantity of experience is a motivating factor for attracting the best and the brightest students to our institutions. Athletics is but one of these experiences, yet it is very important to a segment of our student population.
Another issue that comes into play is student-athlete well-being. What a student-athlete wants, what a coach thinks a student-athlete wants, and what is really in the best interests of a student-athlete may vary greatly.
The No. 1 goal of any athletics program should be, in my opinion, for the student-athlete to obtain a degree and become a contributing member of society. Goal-setting, planning, implementing the plan and learning to deal with outcomes in a constructive way are all valuable skills that can be learned through participation in athletics. Performing in a public forum under pressure is preparation for life after athletics.
While the pursuit of excellence is a noble endeavor, doing whatever is necessary to win championships runs counter to the ethical value of sport. The ethical dilemma that faces us is whether the outcome of the game is more important than the impact of the endeavor on the student-athlete.
Athletes identify success with win-loss records. However, being competitive, performing to the best of one’s ability, making personal and group improvement, and having the opportunity to win on any given competitive date are the essence of a successful program. Winning is the result of a good process. Process is what coaching and teaching is all about.
It is the pursuit of excellence that matters most, but not without regard to ethical behavior.
Clearly defining expectations of student-athletes, coaches and athletics administrators is the responsibility of the trustees at any institution. Behavior of the athletics administration is directly affected by the expectations of the central administration. Behavior of coaches is directly affected by the expectations of the athletics administration. The behavior of student-athletes is directly affected by the expectations of the coach.
As Aristotle said, we are what we repeatedly do. Excellence, therefore, is not an act but a habit.
I believe that ethical behavior is a key element of excellence. For us to benefit from athletics endeavor, we need to take an ethical approach. We need to fully understand the moral standard of conducting our programs within the scope of our philosophy. We need to understand the intent of the rule and not seek ways to get around the wording or, for that matter, interpret the wording to match our behavior.
Ethical behavior is not a sometime thing. It is doing the right thing every time so that we set an example for others to follow.
As an Association, we are charged to determine and clearly state our philosophy. As a member of the Association, we are charged to abide by the philosophy and to make ethical decisions that are in line with that philosophy.
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By Leon Lunder
Carleton College
Carleton College
It is said that where morals are high, rules are unnecessary; and where morals are low, rules are unenforceable.However, rules are inherent in athletics. In the NCAA, we cannot legislate genetics, so we choose to legislate things such as lengths of seasons, the number of contests, and the types of recruiting contacts and enticements that are acceptable within the philosophical tenets of the Association and its divisions.
When we propose legislation, an intent statement is included in the proposal. When a legislative proposal becomes part of the bylaws, the intent statement disappears. We are then left to interpret the legislation either literally or by taking a philosophical approach.
The NCAA membership services staff is extremely helpful in interpreting legislation, but it requires the membership to ask for that interpretation. If we “don’t ask and don’t tell,” we are freed to apply our own literal interpretation — and people may shape that interpretation to their own bias for or against that bylaw.
It is imperative when we enact legislation or interpret bylaws that we refer to our stated NCAA and divisional philosophy to ensure that we consistently establish rules that are in line with what we believe. We need to continually assess who and where we are in the continuum of athletics endeavor.
My institution competes in Division III, where athletics has changed dramatically since the mid-1970s. Good or bad, it is what it is, and it would be very difficult to turn back the clock.
In Division III, quality and quantity of experience is a motivating factor for attracting the best and the brightest students to our institutions. Athletics is but one of these experiences, yet it is very important to a segment of our student population.
Another issue that comes into play is student-athlete well-being. What a student-athlete wants, what a coach thinks a student-athlete wants, and what is really in the best interests of a student-athlete may vary greatly.
The No. 1 goal of any athletics program should be, in my opinion, for the student-athlete to obtain a degree and become a contributing member of society. Goal-setting, planning, implementing the plan and learning to deal with outcomes in a constructive way are all valuable skills that can be learned through participation in athletics. Performing in a public forum under pressure is preparation for life after athletics.
While the pursuit of excellence is a noble endeavor, doing whatever is necessary to win championships runs counter to the ethical value of sport. The ethical dilemma that faces us is whether the outcome of the game is more important than the impact of the endeavor on the student-athlete.
Athletes identify success with win-loss records. However, being competitive, performing to the best of one’s ability, making personal and group improvement, and having the opportunity to win on any given competitive date are the essence of a successful program. Winning is the result of a good process. Process is what coaching and teaching is all about.
It is the pursuit of excellence that matters most, but not without regard to ethical behavior.
Clearly defining expectations of student-athletes, coaches and athletics administrators is the responsibility of the trustees at any institution. Behavior of the athletics administration is directly affected by the expectations of the central administration. Behavior of coaches is directly affected by the expectations of the athletics administration. The behavior of student-athletes is directly affected by the expectations of the coach.
As Aristotle said, we are what we repeatedly do. Excellence, therefore, is not an act but a habit.
I believe that ethical behavior is a key element of excellence. For us to benefit from athletics endeavor, we need to take an ethical approach. We need to fully understand the moral standard of conducting our programs within the scope of our philosophy. We need to understand the intent of the rule and not seek ways to get around the wording or, for that matter, interpret the wording to match our behavior.
Ethical behavior is not a sometime thing. It is doing the right thing every time so that we set an example for others to follow.
As an Association, we are charged to determine and clearly state our philosophy. As a member of the Association, we are charged to abide by the philosophy and to make ethical decisions that are in line with that philosophy.
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