Ethics is a complex philosophical subject because it involves the study of morality and human values. Defining values in terms of sports participation is a difficult task which all coaches must address. What is good? How do we judge what is good? In order to answer these essential questions, we utilize our standards, principles and belief systems. We may not all subscribe to the same values but we can simplify our ethical concerns when we examine issues in terms of minimizing harm and maximizing benefit. When we look at the paradigm of risk management, we can easily understand what "harm" means. Teachers do not cause harm nor do they risk harm to their students. On the positive side of the scale, teachers prevent harm and promote their students' well being. In his book The Inner Athlete, Dan Millman says, "Second only to parents, teachers of movement can have a profound influence on a student's self-concept and outlook on life."

Many coaches teach the way parents learn to be parents: one generation repeating the best and worst of the last generation. It is not enough to know the subject matter and the methodology. It is necessary to have a philosophy, a code. Ask yourself: Why skate? Not everyone can win and we have all seen the importance of winning lead to cheating, soliciting, taking "cheap shots" and other unethical behavior on the part of athletes and coaches. But if winning is not the only thing, what other positive goals you can instill in skaters? If your teaching methods focus on concepts such as character development, sportsmanship, the cultivation of discipline, teamwork, fair play and self-motivation, you know the positive side of the scale: maximizing benefit. Skating is a sport that children cannot pursue without the support of their parents. Parents are legally, financially and morally responsible for their children. They are consumers and they do have rights. Most parents are primarily motivated by what they perceive is best for their child. Parents arrive knowing little if anything about skating but they can certainly be ambitious and competitive for their children. It is unwise to place the parents of your skater in an adversarial role. When a teacher or coach competes with a parent for control of a child, it is a Lose/Lose proposition. Besides, control is never a healthy or realistic goal.

Instead, a coach's honest ability to communicate with both skater and parent is paramount. Consider the parent as your ally in the development of a well-balanced skater. An educated parent is the best advocate for a young athlete. The principles 'to keep in mind are not new ones: teach with dignity, equality, privacy, loyalty, commitment, honesty and reliability. Your reputation will grow and the parents of your skaters will respect the work you are doing with their children.

Consider one parent's perspective on reasonable expectations which parents place on coaches. Ann Masten, an associate professor of Child Psychology at the University of Minnesota and mother of two skaters, wrote the following list, previously published in Focus for parents, the newsletter of the USFSA's Parents Committee:

What I Expect of My Child's Coach*

• - To teach my child this sport to the best of your ability.
• - To promote the development of my child as a whole person, as well as an athlete.
• - To respect my child and act in my child's best interests.
• - To be aware that you are one of the most important people in my child's life, and to act accordingly.
• - To honor the confidences of my child, except when it would endanger my child to do so.
• - To inform me as soon as possible of any serious problems or concerns about my child or about my parenting as regards my child's skating.
• - To clearly communicate your expectations of me in this enterprise.
• - To keep me informed on a regular basis (such as monthly) of my child's general progress and to promptly address the questions or concerns that I might raise.
• - To bill me accurately and with timeliness.

Reprinted with permission of U5F5A's Focus for parents.

Coaches who deal with parents fairly enhance their own reputation in the arena. On the other hand, dissatisfied customers are all too prone to discuss their problems in the rink. Bad news is often embellished and all rink gossip is damaging. Minimize harm, encourage positive public relations by your own example. Keep the parent-coach-athlete dialogue in confidence.

The primary step in establishing healthy community relations starts with solid credentials. Most people are familiar with state education requirements in their schools. They know what certification signifies. In order to teach one must have learned the subject (skating technique) and how to present knowledge (methodology). Today coaches study physiology and psychology. Be prepared, continue your education and accept your ability as a teacher. Are you a good "kindergarten" teacher? Are you qualified and confident to teach the next grade? Do you realize that at the "end" of the year your child will be promoted? Do you hold back or let go? Are you willing to send the student on the next leg of the journey with your blessing even if you can't go along?

Most importantly, the best coaches stop to consider their own motivations for coaching and are great motivators of their students. They are consistent in their approach and expectations of their students. They give all skaters a chance to become their personal best and avoid forming snap judgments or permanent opinions of skaters. They know that skaters will mature. No one can truly predict who has the most promise. Coach-motivators know that all people are different and have different styles and rates of learning. The best coaches are never too busy to listen. They keep confidences and promises.

The greatest coaches know that the best motivator is love; love of the sport itself, love of the process and love of teaching. All students benefit from the principles which these coach-motivators impart as part of the process. Everyone who walks into the arena recognizes them, not from their personal accolades, or skating achievements but by the accomplishments and attitudes of their students and the trust which parents place in them. They are real masters who teach with a commitment to excellence.