Issn 1983-8034 Ethics, bioethics and physical education

Ethical training of physical education professionals

The following articles are included in this category: Wrench and Garrett ⁴, Loland ⁵, Görgüt and Tutkun ⁶, Pezdek ⁷, Jung ⁸, Barker, Barker-Ruchti

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and Pühse ⁹, Goodwin and Howe ¹¹, Özbek ¹², Costa, McNamee and Lacerda ¹⁵, and Jones ¹⁶. This category deals with the ethical training of PE professionals with the capacity to strengthen the fields of activity (teaching and bachelor’s degrees) as a means for ethical education ^5,10, including issues related to training program models based on the adoption of humanistic knowledge in the basic curriculum as well as the expansion of the critical and ethical reflective practice of these new professionals.
With regard to qualification, most of the studies in this review point to models of professional training and continuing education programs focused on ethical education ^4,7,11,12,15. Among the proposed models, it is suggested to adopt a training program in values education with the potential to qualify future professionals ⁶. For instance, in the school environment, based on this training, PE professionals learn how to meet the needs of children and young people by socially critical pedagogical practices ⁴.
Taking this into consideration, thinking about curricula and programs aligned with the theoretical basis of the individual’s physical development, as well as with humanistic theories regarding the formation of attitudes, broadens the reflection on professional practices ^6,7. PE professionals in certain contexts have difficulties in making decisions ^8,11,12 when facing moral conflicts. In this sense, the findings indicate the need for a new profile of PE professionals, by encouraging changes in professional practice ^4,8,9,11.
The ethical work involves critical reflection on practices consolidated in PE ^4,8,9,11,16, which, in certain contexts, may promote or inhibit work, cause burnout, injuries to students/patients/clients, and also promote the devaluation of the professionals ⁸. In the training of PE professionals, it is necessary to foster an education for diversity ⁶, with values, such as autonomy and integrity, ¹¹ and ethical awareness.
Perceiving the lack of tools on the part of PE professionals, who increasingly face moral conflicts, requires them to have interpersonal knowledge and skills ⁷. Among the experienced problems, we highlight issues related to work, progression, education, mistakes and successes, issues related to the rights of ethnic and religious groups in the school environment, moral dimensions of student behavior, and general issues at school ¹².
Somehow, the ethical problems faced in increasingly complex workplaces by PE professionals
mainly stem from the lack of formal training in ethics. This may be justified by the fact that the ethical work required from PE professionals involves understanding how ethical issues arise, how they are structured, and how they are managed in the workplace ¹¹. This shows that it is pertinent to discuss the training of PE professionals with regard to the targeting of issues for the ethical and bioethical approach directed to the complex and multidimensional context present in human life ^6,8.
In this context, it is evident that deontology alone in the curriculum is not capable of dealing with the ethical and moral issues to which future professionals will be exposed ¹². The need for an ethical perspective in PE, by applied ethics ¹¹, implies a deliberation model based on the problematization of moral conflicts contemplated in the relationship between ethics, bioethics, and PE.
Bioethics allows us to understand the plurality of society, its diversities, and values, with principles that can protect these corporate relationships without establishing rigid and inflexible rules ²⁹. In other words, a diverse and interdisciplinary curriculum makes professionals who seek the paths of bioethics qualified to contextualize moral problems, resulting in plural and dynamic learning ³⁰. The ethical education reported in the studies advocates the contextualization of the experienced reality ^5,8-10,15,16 as a process through which professionals reflect the practice in the context in which they are situated ⁸. Thus, socially critical practices highlight the potential of PE as a means for ethical education ^5,10.
The professionals’ lack of training in dealing with conflicts, identified in this review as a problem, stems from the education based on a traditional and hegemonic conception, that is, the one linked to the biomedical model and technical and instrumental knowledge of PE ^4,7. A reflective professional training model should consist of technical, instrumental, and humanistic knowledge ^4,5,7,11,15, implying the development of knowledge, behavioral norms, and ethical ways of relating to oneself and to others ⁴.
In this sense, ethical competence requires a new type of PE professional, who simultaneously seeks to develop humanistic understandings and teaching skills of effective practices for conflict resolution ^4,7,8,11. Another issue reported in the studies refers to reflection by self-assessment, which

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enables a stimulus to change in everyday practice. Reflecting on ethical conduct in workspaces contributes to deliberate decision-making ^8,11,12.
In ethical decision-making, personal beliefs, principles, rules, and solving skills of ethical problems are effective. As aforementioned, many professionals have difficulties in making decisions when faced with ethical dilemmas in complex situations. In this context, the exercise for ethical decision-making involves moral conscience, moral judgment, moral intent, and the application of moral behavior ¹².
It is understood that training programs based on humanistic knowledge may represent a unique space for the critical debate on topics of ethics and bioethics in the context of PE. The level of commitment of PE professionals in this training process should be emphasized, considering that the qualification of ethical conduct is related to the level of development and ethical knowledge apprehended.