WEEK 5.1 DQ

PLEASE READ CAREFULLY

100% APA FORMAT

USE SCHOLARLY SOURCES

WEEK 5.1 DISCUSSION

Recently, a large scale cheating scandal involving the Houston Astros baseball organization
rocked the world of professional sports, and the media has been dominated with domestic
abuse stories involving some of our favorite professional athletes.

When the media learned of Tiger Woods’ car accident outside his home, it leaked a story that
Woods had been involved in extramarital affairs with multiple women. As a result, Woods
suffered the loss of millions in endorsements and damage to his brand (not to mention the loss
of his marriage). He was forced to take time away from his career to deal with his personal life.
Interestingly and maybe not coincidentally, his golf game has not been the same since the off-
the-course distractions began. The sport of golf was affected as well, as Woods was a
particularly popular player idealized by many.

This story is already “old news,” but every day, it seems, another sports figure is alleged to have
committed some ethical faux pas that is captured by the media. Consider the continued saga of
Deflategate in which air was intentionally released from footballs during a playoff game to
change the balls’ handling. This scandal brought forth implications for the NFL Commissioner
Roger Goodell, New England Patriots Quarterback Tom Brady, and the whole New England
Patriots team. People do eventually forgive and forget most indiscretions, but why do these
sport figures appear to fall so hard, so fast? It is because there is an aspect that is unique to
sports: a dissonance between the heroism of these sports personalities who are lauded as
heroes and the reality of their human behaviors. This dissonance is promoted by the media as
it heralds athletes as heroes but then is equally eager to catch them and share details of their
weakest moments.

> Use the Learning Materials to help you with this Discussion.

Instructions

Conduct research on two sport ethical dilemmas related to media that are related to the
uniqueness of professional sports, as noted in your Learning Materials.

• What are the issues that enter into these dilemmas?
• How does the unique relationship between sport and the media influence ethics in

professional sports?
• What are the ethical ramifications of certain types of media on professional sports (e.g.,

social media, television)?

Post an explanation of the ethical dilemmas you chose. Then, explain how the ethical dilemmas
are influenced by both the unique nature of professional sports and the media.

Instructor Name: Point Value: 30

Student Name:

CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points

Content Quality

40% of total Discussion

grade

Student participated in the

Discussion about the presented

topic with detailed, relevant,

supported initial posts and

responses. Student enhanced

points with examples and

questions that helped further

discussion. Discussion is well

organized, uses scholarly tone,

follows APA style, uses original

writing and proper paraphrasing,

contains very few or no writing

and/or spelling errors, and is fully

consistent with graduate-level

writing style. Discussion contains

multiple, appropriate and

exemplary sources

expected/required for the

assignment.

Student participated in the

Discussion about the presented

topic with detailed, relevant,

supported initial posts and

responses. Discussion is mostly

consistent with graduate level

writing style. Discussion may have

some small or infrequent

organization, scholarly tone, or

APA style issues, and/or may

contain a few writing and spelling

errors, and/or somewhat less than

the expected number of or type of

sources.

Student participated in the

Discussion about the presented

topic with adequate content but

the content lacked either detail,

relevancy, or support. Discussion

is somewhat below graduate level

writing style, with multiple smaller

or a few major problems.

Discussion may be lacking in

organization, scholarly tone, APA

style, and/or contain many writing

and/or spelling errors, or shows

moderate reliance on quoting vs.

original writing and paraphrasing.

Discussion may contain inferior

resources (number or quality).

Content of student’s post and

responses was not clear, relevant,

or supported. Discussion is well

below graduate level writing style

expectations for organization,

scholarly tone, APA style, and

writing, or relies excessively on

quoting. Discussion may contain

few or no quality resources.

Student did not submit a post or

response.

CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points

Engagement

40% of total Discussion

grade

Student participated actively as

evidenced by strong reflective

thought in both the initial post and

in responses to classmates’ posts.

Student response participation

exceeded the stated minimum

requirements.

Student participated actively as

evidenced by strong reflective

thought in both the initial post and

in responses to classmates’

posts.Student responses

contributed to classmates’

experience.

Student participated somewhat

actively as evidenced by posts

and responses that were adequate

but lacking strong reflective

thought.

Student did not participate actively

as evidenced by little reflective

thought in initial posts and

responses.

Student did not submit a post or

response.

CATEGORY Excellent (6 points) Good (5 points) Fair (4 points) Poor (3–1 points) Did Not Complete (0 points) # of points

Timeliness

20% of total Discussion

grade

All postings were made in time for

others to read and

respond.

Almost all postings were made in

time for others to read and

respond.

Most postings were made in time

for others to read and respond.

Few postings were made in time

for others to read and respond.

Student did not submit a post or

response.

Final Point Total: 0

Feedback

KIN 606: Ethical Decision Making in Sport – Discussion Rubric Weeks 1–7