15: Problem-Based Learning in Sport Philosophy and Ethics

This chapter describes how problem-based learning (PBL) can be employed in sport philosophy and sport ethics undergraduate classrooms. With an emphasis on sound theory and critical engagement, the chapter offers contemporary examples in sport that are commonly faced by managers, administrators, athletes, and other stakeholders, and uses them to encourage philosophical thinking, practical judgment, and critical analysis. The chapter illuminates how sport philosophy differentiates itself in a crowded field of kinesiology and sport science sub-disciplines through a focus on meaning and values. Following the introduction of background knowledge, the chapter explores themes that are prevalent in modern sport discourse. That is, (1) unfair advantage (e.g., performance-enhancing drugs, trans inclusion in sport), and (2) violence in sport (e.g., football tackles, fighting in hockey, mixed martial arts). For each theme, the chapter presents clear, ready-to-use class activities such as think-pair-share, small-group discussions, and a structured debate. These are accompanied with guiding questions that connect concrete situations to core philosophical ideals such as fair play, athletic merit, the mutual quest for excellence, and the Vulnerability Principle. It is the primary goal of the chapter to ensure instructors have practical models to help students move from gut reactions and surface-level media analysis to clear, well-reasoned positions that are grounded in sound philosophical theory.