The athlete as a role model
Sport provides us with many role models for positive behavior . In class, discuss the athletes who help improve our society by being living examples of the best qualities in society . Ask students to respond to issues -repères , for example :
What qualities do these athletes show ?
What other athletes do you think of when you hear the phrase “role models ” ?
Ex e mples role models: Cindy Klassen, Clara Hughes, Steve Nash, Todd MacCulloch, Terry Fox and R ick Hansen.
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Suggestion for teaching or assessment
The athlete in advertising
Invite students to think, every man for himself, on the participation of athletes in advertisements answering q uestions below.
I ndicates z a Canadian athlete who advertises products in the media .
What products is this athlete promoting ?
Why does the manufacturer of this product associate the athlete's name with this product ?
Think z to sports programming that you watch at home. What other products that appear in commercials made by athletes during commercial breaks or in print ?
What the s are the characteristics that make an athlete can be " very seller " ? Why ?
What sort of image does an athlete associate with products ? Give z examples of images or sports figures po sitive s and n ed NEGATIVE s .
Do these athletes have an impact on the consumer in relation to personal values ?
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Suggestion for teaching or assessment
The athlete's credo
Have students compose a creed ( what we believe in ) that reflects their personal views on participating in sports . Suggest that they write a credo for a local sporting event in the school or community and post it, if necessary. Invite them to compare and discuss the importance of their credo in the context of their own sporting experience .
The Olympic Creed , for example, aims to encourage athletes to souscri re in the Olympic spirit and to give r their best-m th . The words of this creed are attributed to Pierre de Coubertin, the founder of the modern Olympic Games, who was inspired by a sermon given by Bishop Ethelbert Talbot during a celebration in honor of the Olympic Games champions of 1908 (Info g fluid for the Olympic Games in Athens C Olympic ommittee Canada ).
References
For more details on the subject, see the following website :
Athens Info Guide. “Olympic Games.” Tourist Information Guide on Athens Greece . < www.athensinfoguide.com/olympic.htm > ( English only) .
V oir also in French : www.olympic.ca/FR/games/olympic/summer/athens/files/Athens2004fr.pdf
C Olympic ommittee (COC). F AQ . www.olympic.ca/FR/faq.shtml .
Committee i nternational Olympic ( C IO). “ Olympians - Athletes”, www.olympic.org/en/athletes/olympians/index_en.asp .
For website updates , please visit the product websites in support of the program of studies of the 11 th and 12 th years , at < www.edu.gov.mb.ca/m12/progetu/epes/ index.html > .
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General information
Character and sports ethics
More often than not, it is assumed that a good character is the dominant trait of sports ethics. In other words, the behavior of athletes reflects standards of behavior that are applauded and praised by sports culture . However, the individual character can be contrary to the prevailing sports ethics . Athletes who demonstrate a sporting ethic attract praise, while those who go against that ethic find it difficult to gain acceptance in society .
When athletes are exposed to various ethical dilemmas in their sports for a while, they may end up taking behaviors unethical ( p. Eg., One can expect that the players hockey fight or attract penalties for their team ). The behaviors are often reinforced and appreciated by supporters and the media. Although these behaviors are accepted into the closed world of sports, they are not acceptable s in society life outside sporting events. Newspapers and television are full of examples of athletes struggling to draw a clear line between the world of the port and the other spheres of life .
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Suggestion for teaching or assessment
The world of the port
Ask students to find in the media (o u create ) two examples positi ve o u negative of 'ethical issues in the s port. These examples can deal with issues affecting gender equality, violence, cheating, fran c -Game, the foul language, the e doping, the obligation to play then that is injured, etc .
Invite students to review each example drawing questions or the following statements :
Defined sez ethics issue illustrated in the example chosen and describe what was consistent and / or unethical in this example.
In your opinion, were the actions or character of the person involved in contradiction or in accordance with dominant (or accepted) sports ethics? Why?
Expl ic z how athletes and the coaches will be treated as a result of these actions in each instance .
In your opinion , was this behavior appropriate and justified? Explains z why.
The list below contains examples of what students can find when they determine whether the behavior of athletes is consistent with the standards of behavior that are accepted and praised by the growing sport, but are not considered e s as of good character .
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