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

Introduction

In Part One, we explored some of the toughest ethical dilemmas hockey coaches face. But coaching is a never-ending series of decisions, many of which test our integrity, priorities, and leadership.

This time, we’ll dive into six new scenarios—each presenting a unique ethical challenge. Again, ask yourself: What would I do?

Scenario 1: The Favoritism Accusation

The Situation

One of your assistant coaches, who is also a parent, is coaching their own child on your team. The other players and parents begin to complain that this player gets more ice time and better opportunities in key moments. You’re not sure if the accusations are valid, but the perception of favoritism is spreading.

Ethical Considerations

• Fairness vs. Perception: Even if the assistant coach’s child earns their spot, is it fair to the rest of the team?

• Team Morale: How does perceived favoritism affect team trust?

• Assistant Coach Relationship: Will addressing this issue strain your coaching staff?

What Would You Do?

• Option 1: Monitor ice time and adjust if necessary to ensure fairness.

• Option 2: Have a private conversation with the assistant coach and set guidelines.

• Option 3: Ignore the complaints unless they escalate further.

Discussion

Perception is reality for players and parents. If favoritism is suspected, it can undermine team chemistry. Transparency, clear expectations, and fair decision-making help prevent these issues before they arise.

Scenario 2: The "Harmless" Hazing Tradition

The Situation

Your team has a long-standing initiation tradition where new players must perform embarrassing or mildly humiliating tasks, such as singing in front of the team or wearing funny outfits to school. While there’s no physical harm, some players seem uncomfortable.

Ethical Considerations

• Team Bonding vs. Harmful Culture: Is this harmless fun, or could it create issues?

• Player Well-Being: How does this impact the mental and emotional health of new players?

• Legal & Organizational Policies: Could this violate league rules or policies?

What Would You Do?

• Option 1: Shut down the tradition entirely.

• Option 2: Modify it to something inclusive and fun.

• Option 3: Allow it to continue but ensure it stays lighthearted.

Discussion

Hazing, even in its mildest forms, can set a precedent that escalates over time. What one player sees as harmless, another may find humiliating. Coaches should foster inclusive team-building activities that bring players together without discomfort or exclusion.

Scenario 3: The Questionable Opponent Tactic

The Situation

Before a crucial game, your coaching staff notices a flaw in the opposing goalie’s play—he struggles to recover after being knocked down. One of your assistants suggests telling players to crash the net more aggressively, knowing the goalie is vulnerable.

Ethical Considerations

• Gamesmanship vs. Fair Play: Is exploiting a weakness unethical, or just smart strategy?

• Risk of Injury: Could this tactic endanger the goalie?

• Team Reputation: What does this say about your coaching philosophy?

What Would You Do?

• Option 1: Avoid targeting the goalie and focus on other strategies.

• Option 2: Encourage more net-front presence but within the rules.

• Option 3: Directly tell players to make physical contact to exploit the weakness.

Discussion

While it’s normal to strategize around an opponent’s weaknesses, deliberately exploiting a vulnerability that risks injury crosses an ethical line. Playing tough is part of hockey, but playing with respect should be the priority.

Scenario 4: The Academic Struggles

The Situation

One of your players is struggling academically, and their grades are dropping. The school has a policy that players must maintain a certain GPA to remain eligible. The player’s parents ask you to advocate on their behalf, suggesting that sports keep their child motivated and that an exception should be made.

Ethical Considerations

• Sports vs. Academics: Should athletics ever take priority over schoolwork?

• Fairness: Is it fair to make an exception for one player?

• Long-Term Development: What lesson does this teach the player?

What Would You Do?

• Option 1: Support the school’s policy and encourage the player to improve their grades.

• Option 2: Speak to the school about an exception, emphasizing the player's commitment to the team.

• Option 3: Ignore the academic issue since it’s not your direct responsibility.

Discussion

Coaches have a responsibility beyond the rink. Allowing exceptions undermines the importance of education, while enforcing academic standards teaches players accountability and time management. Supporting tutoring or study sessions may be a better solution.

Scenario 5: The Goalie Switch Request

The Situation

Your team’s goalie is struggling, and one of your defensemen, who used to play goalie, approaches you privately, saying they’d be willing to step in. While they have some experience, they haven’t played in net for years. Your backup goalie is less skilled but has committed to the position all season. Do you give the defenseman a shot or stick with your designated goalies?

Ethical Considerations

• Loyalty to Team Structure: Is it fair to change roles mid-season?

• Short-Term vs. Long-Term Strategy: Could this move benefit the team short-term but create resentment?

• Respecting Player Commitments: Is it fair to the current goalies who stuck with the role?

What Would You Do?

• Option 1: Keep the goalie situation as it is.

• Option 2: Let the defenseman try out in practice before making a decision.

• Option 3: Make the switch if it improves the team’s chances.

Discussion

Switching positions mid-season can disrupt team dynamics. While giving the team the best chance to win is important, it should not come at the expense of player commitments or fairness. Open discussions with all parties involved can help navigate this situation.

Scenario 6: The College Scout Influence

The Situation

A college scout visits one of your games and asks about a specific player. While the player is talented, you know they have a poor attitude, weak work ethic, and often skip workouts. The scout asks for your honest assessment. If you highlight only the positives, the player might get an opportunity they don’t fully deserve. If you’re completely honest, you could damage their chances.

Ethical Considerations

• Honesty vs. Opportunity: Should you be brutally honest or let the scout form their own opinion?

• Player Development: Would this player benefit from being challenged at the next level?

• Your Reputation as a Coach: Will scouts trust you if you aren’t fully transparent?

What Would You Do?

• Option 1: Give an honest but balanced evaluation, including strengths and weaknesses.

• Option 2: Only highlight the positives and let the scout figure out the rest.

• Option 3: Tell the scout to watch and evaluate the player without your input.

Discussion

Honesty is key in coaching, but delivering feedback constructively is just as important. Highlighting both strengths and areas for growth helps players improve while maintaining credibility with scouts.

Conclusion: Leading with Integrity

As a coach, you are constantly navigating complex ethical dilemmas. Every decision shapes your players, team culture, and personal integrity.

When facing difficult choices, ask yourself:

• Is this decision fair to all players involved?

• Am I acting in the best long-term interest of the athlete?

• What precedent am I setting for future decisions?

• Will I be able to defend this choice with confidence?

Ethical coaching is about more than just following the rules—it’s about setting a standard of leadership that earns trust and respect. The best coaches develop not just skilled hockey players, but strong, principled individuals who carry these lessons into life beyond the rink.

So the next time you’re faced with an ethical challenge, pause 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.