Ethical Decision-Making: What Would You Do? (Part Six)

Introduction

Coaching is more than drawing up systems and running drills—it’s about leadership, accountability, and making tough calls that shape young athletes both on and off the ice.

Ethical dilemmas arise in many forms, often requiring coaches to balance fairness, integrity, and team success.

In this sixth installment, we present six new ethical scenarios that challenge your decision-making skills. Once again, ask yourself: What would I do?

Scenario 1: The “Easy” Opponent Underestimation

The Situation

Your team is set to play an opponent that has been struggling all season. Your players assume it will be an easy win and begin goofing off in warm-ups. A few even make comments about “taking it easy” and "padding their stats." You can sense the overconfidence, but you also don’t want to overreact.

Ethical Considerations

• Sportsmanship vs. Confidence: How do you keep players from disrespecting their opponent while maintaining their confidence?

• Competitive Integrity: Is it ethical to allow players to approach the game with a casual mindset?

• Long-Term Player Development: What lessons are you teaching about preparation and professionalism?

What Would You Do?

• Option 1: Call a team meeting and refocus their mindset before the game.

• Option 2: Let them take the opponent lightly and use the game as a teaching moment if it backfires.

• Option 3: Address it privately with your leadership group instead of the whole team.

Discussion

Underestimating an opponent is not just bad sportsmanship—it’s poor preparation. A coach should reinforce respect for every game and opponent, ensuring players always give their best effort.

Scenario 2: The Bullying Allegation

The Situation

A parent reaches out to inform you that their child is feeling bullied by a few teammates. The player doesn’t want to make a big deal about it, but they’ve been withdrawn in the locker room and their performance is suffering. The accused players are popular and well-liked. There’s no clear evidence, only the parent’s word.

Ethical Considerations

• Taking Allegations Seriously vs. Avoiding Overreaction: How do you investigate without jumping to conclusions?

• Locker Room Culture: Are you fostering an environment where players feel safe?

• Impact on Team Chemistry: How do you address bullying without dividing the team?

What Would You Do?

• Option 1: Speak to the entire team about respect and conduct without singling anyone out.

• Option 2: Have one-on-one conversations with the accused players and the affected player.

• Option 3: Monitor the situation closely but take no immediate action.

Discussion

Locker room culture is the responsibility of the coach. Even without clear evidence, addressing the team about respect and inclusion can reinforce expectations and prevent further issues.

Scenario 3: The League Rule Loophole

The Situation

Your team is playing in a league tournament with a rule that limits players to a certain number of games. One of your best players is reaching the limit, but you realize that if you list them under a different name, no one will likely notice. A few other teams have used similar tactics in the past.

Ethical Considerations

• Integrity vs. Competitive Advantage: Should you bend the rules if others are doing it?

• Role Model Responsibilities: What example are you setting for your players?

• Potential Consequences: What happens if you get caught?

What Would You Do?

• Option 1: Follow the rule as intended and sit the player when they reach the limit.

• Option 2: Use the loophole and take the risk.

• Option 3: Check with league officials to see if the rule can be clarified or challenged.

Discussion

Winning by bending the rules sends the wrong message to players. Ethical leadership means prioritizing integrity over short-term success, even when others take shortcuts.

Scenario 4: The Extra Practice Offer

The Situation

A few players on your team ask if you can run extra one-on-one sessions for them outside of practice. However, other players can’t afford extra training and might feel left behind if they aren’t getting the same attention.

Ethical Considerations

• Fairness vs. Individual Development: Is it fair to provide extra help to some but not others?

• Pay-to-Play Concerns: Does offering extra training create an economic divide within the team?

• Team Morale: Will other players resent those getting special treatment?

What Would You Do?

• Option 1: Offer extra sessions, but make them available to the entire team.

• Option 2: Decline the request to avoid unfair advantages.

• Option 3: Offer guidance outside of team practices but avoid formal extra sessions.

Discussion

While additional development is beneficial, it should be done in a way that doesn’t create unfair advantages within a team. Offering optional group sessions ensures fairness and maintains team unity.

Scenario 5: The Blown Call Reaction

The Situation

A referee makes a terrible call against your team in a crucial moment. Your players and parents are furious, and you feel the frustration building. You have the opportunity to voice your anger, but doing so could escalate tensions and set the wrong example.

Ethical Considerations

• Emotional Control vs. Advocacy: Should you fight for your team, or keep your cool?

• Respect for Officials: What message do you send to players about handling adversity?

• Impact on the Game: Could losing control make things worse?

What Would You Do?

• Option 1: Accept the call and refocus your players.

• Option 2: Confront the referee but remain professional.

• Option 3: Express your frustration aggressively to make a statement.

Discussion

Coaches set the tone for how players handle adversity. Staying composed and teaching resilience in tough moments prepares players for challenges beyond hockey.

Scenario 6: The Player Who Wants to Quit

The Situation

One of your players, who has shown great potential, confides in you that they are considering quitting hockey due to burnout and lack of enjoyment. Their parents want them to continue playing, but they are mentally exhausted.

Ethical Considerations

• Player Well-Being vs. Parental Expectations: Should you prioritize the player’s happiness over their family’s wishes?

• Short-Term Feelings vs. Long-Term Regret: Could they later regret quitting if they don’t push through?

• Your Role as a Mentor: Should you encourage them to stay, or respect their decision?

What Would You Do?

• Option 1: Encourage the player to take a break and reevaluate later.

• Option 2: Support their decision to quit if they’re truly unhappy.

• Option 3: Convince them to stay because of their potential.

Discussion

Burnout is real, and forcing a player to stay in the game when they’ve lost their passion can be damaging. Helping them make the best decision for their mental and emotional well-being is the top priority.

Conclusion: Coaching Beyond the Game

Ethical coaching isn’t about making easy decisions—it’s about making the right ones. Every choice you make as a coach shapes your players' values, development, and experience in the game.

When faced with a tough decision, ask yourself:

✔ Am I setting a positive example?

✔ Is this fair to all involved?

✔ What long-term lesson does this decision teach?

✔ Would I be comfortable explaining my choice publicly?

Coaches who lead with integrity create not just better hockey players, but better people. So next time an ethical dilemma arises, take a deep breath and ask yourself: What would I do?

Ed Garinger is a seasoned hockey coach, mentor, and educator with over two decades of experience. A native of the Bruce Peninsula, he played minor and junior hockey before earning his BA and BEd from Nipissing University, where he also competed in varsity volleyball and extramural hockey.

Coaching since age 14, Ed has balanced his teaching career with an extensive coaching and development portfolio, working with players at all levels. He has coached in the Provincial Junior Hockey League, led youth and high school teams, and served as a learning facilitator for the OMHA. His experience includes elite programs like the OHL/OHF U15 and U16 camps, U17 Regional Camps, and Hockey Canada’s Skills Academy.

A Hockey Canada HP1-certified coach, USA Hockey-certified coach, and Chartered Professional Coach (ChPC), Ed is committed to ongoing professional development and continually seeks to expand his knowledge to better serve players and coaches. Now based in Orillia, he enjoys passing on his passion for hockey to the next generation.