Abstract

Abstract

The Savannah State Softball program has recently experienced many shortcomings. This research examines possible factors of those shortcomings. The purpose of the research project is to examine the ethical gap within the Savannah State Softball program. Finally, the research paper suggest recommendations on how to address ethical issues based on quantitative research of best practices used within other successful organizations. As a future coach it is important to understand the guidance needs of every athlete encountered.

Introduction

The Savannah State Softball program is one of the strongest and competitive women’s sport. The Savannah State softball program was originally started in 2001 by Stephanie Anderson. The program has competed in a few different conferences which include the Southeastern Athletic Conference, Southern Intercollegiate Athletic Conference, Division II Independent and Division I-AA Independent.

Presently, Savannah State Athletics resides within the Middle Eastern Athletic Conference. Competing in the MEAC, Savannah State softball has many accomplishments. In the past five years the program has won the Southern Division three times, had the Player of the Year three years in a row. The program has also been awarded Coach of the Year, and many Rookie of the Year players. This program was selected as a topic due to the recent lack of performance on the field during the 2017 season. This program is important to revive because it has the opportunity to be one of the strongest women’s teams in the Middle Eastern Athletic Conference.

Obviously, the program has been very successful since entering the MEAC in 2010. However, the programs short comings have nothing to do with talent or skill. Unfortunately, the issues of the program deal with leadership and ethics. To address this gap we must understand that there is no written code of ethics within the Savannah State softball program.

As a future coach it is important to understand the personnel within the program and their needs for guidance. It is the coach’s job to build student athletes into effective individuals for the work force by using tools such as a code of ethics. The purpose of this project is to examine the ethical gap within the program; and provide a recommendation based on quantitative research of other athletic programs and best practices. Highlighting ethics in a program is important for several reasons such as: it builds integrity and holds athletes accountable for their actions. In order to be successful as a coach a clear and definite code of ethics is essential.

Background/ Literature Review

Ethics are an essential part to any organization. According to the Merriam- Webster, ethics are defined as “a set of rules about good and bad behavior”. Ethical codes are standards used to guide decision making within an organization. Ethical codes or standards add the moral value to the rules of the team. According to Waegenerr, Sompele, and Willem “ethical codes have gained prestige and authority in the sports sector” (Willem, 2016). As collegiate athletes it is important for student athletes to understand their role as student leaders and should be held accountable for making ethical decisions.

An ethical code is generally a formal written document outlining what is considered appropriate behavior. Kaptien and Schwartz described a code of ethics as ‘‘a distinct and formal document containing a set of prescriptions developed by and for a company to guide present and future behavior on multiple issues for at least its managers and employees toward one another, the company, external stakeholders, and/or society in general’’ (Kaptien & Schwartz, 2008). Ethical codes are guidelines for every member of the organization. Coaches are not only sports technicians but also behavioral models of those prescriptions.

Although there are various ways to explore

Enforcing the code of ethics starts with the head of the program. The head coach should be the model of what the organization stands for. Ethics are visible from every form of perception.