How is the ethical decision-making framework used to analyse a dilemma and devise an ethics strategy in physical activity?
The ethical decision-making framework: identifying an ethical dilemma and the tension between values, analysing the dilemma, devising an ethics strategy as a course of action, and evaluating its effectiveness on stakeholders to optimise integrity and engagement
A focused QCE Physical Education Unit 3 answer on the ethical decision-making framework. Identifying an ethical dilemma and value tensions, analysing it, devising an ethics strategy, and evaluating its effect on stakeholders to optimise integrity and engagement.
Reviewed by: AI editorial process; not yet individually human-reviewed
Have a quick question? Jump to the Q&A page
Jump to a section
What this dot point is asking
QCAA wants you to use the ethical decision-making framework as a process: define an ethical dilemma, identify the tension between values, analyse it with primary and secondary data, devise an ethics strategy that gives a course of action, and evaluate the strategy's effect on stakeholders. This is the engine of the Unit 3 ethics investigation (IA2). The marks come from running the process on a specific dilemma in a class, school, or community physical activity context, not from describing ethical theories in the abstract.
The answer
What an ethical dilemma is
An ethical dilemma is a situation where there is a genuine tension between values, so that any course of action involves giving up something that matters. It is more than a rule being broken. The defining feature is the tension: a coach who wants to win (a performance value) but must rest a fatigued junior (a welfare value) faces a dilemma because both values are legitimate.
Step 1: Identify the dilemma and the value tension
Frame the problem in a specific context (a class, school, or community activity) and name the tension between the values of the players or organisation. Be precise about whose values are in conflict and what each side is trying to protect. Identifying the tension clearly is what separates a dilemma from a simple rule breach.
Step 2: Find the relevant information
Gather the facts of the situation: the relevant rules, codes of conduct, stakeholders affected, and any precedent. QCAA expects you to draw on both primary data (your own observation, surveys, or interviews in the activity context) and secondary data (codes of conduct, governing-body policy, research, and how similar dilemmas have been handled elsewhere).
Step 3: Analyse the dilemma
Analyse the data to establish relationships between the dilemma, the influence of stakeholders on ethics and values, the tensions relating to integrity and fair play, and the strategies others have used in response to similar dilemmas. The analysis should make clear why the dilemma threatens integrity or engagement and which stakeholders carry the most influence.
Step 4: Devise an ethics strategy
An ethics strategy is a planned course of action that responds to the dilemma to improve the integrity of the player or organisation and optimise positive engagement. It should be concrete and feasible in the context: for example a revised code of conduct, an education session, a rotation policy, a reporting pathway, or a sanction structure. The strategy must address the actual value tension you identified, not a generic problem.
Step 5: Evaluate the strategy on stakeholders
Reflect on the outcome by determining the effectiveness of the ethics strategy on all stakeholders. Evaluation weighs benefits and costs for each stakeholder group (players, coaches, officials, families, the organisation) and judges whether integrity and engagement have improved. A strong evaluation acknowledges trade-offs rather than claiming the strategy works perfectly for everyone.
Integrity, fair play and engagement
The framework exists to optimise integrity (acting honestly and consistently with shared values), fair play (equal opportunity and respect for the rules and opponents), and positive engagement (people choosing to take part and stay involved). Keep these three outcomes in view, because the quality of an ethics strategy is judged by how well it serves them.
Try this
Q1. Define an ethical dilemma and explain how it differs from a simple breach of the rules. [3 marks]
- Cue. A dilemma is a tension between two legitimate values where any choice sacrifices something that matters; a rule breach has a clear right answer (follow the rule), whereas a dilemma has competing defensible options.
Q2. Outline the steps of the ethical decision-making framework and explain why evaluating the strategy on all stakeholders matters. [5 marks]
- Cue. Identify the dilemma and value tension, find information, analyse, devise an ethics strategy, evaluate on stakeholders; evaluating across all stakeholders matters because a strategy that improves integrity for one group may reduce engagement for another, and the judgment must weigh those trade-offs.
Related dot points
- Ethics and integrity in sport: ethical frameworks applied to contemporary issues (drugs in sport, gender equity, race and indigenous participation, gambling, technology, violence), the role of sport governance
A focused QCE Physical Education Unit 3 answer on ethics and integrity in sport. Ethical frameworks, contemporary issues (drugs, gender, race, gambling, technology, violence), and Australian sport governance.
- Tactical awareness in a chosen physical activity: principles of attack and defence, decision-making, the recognition and application of patterns of play
A focused QCE Physical Education Unit 3 answer on tactical awareness. Principles of attack and defence, decision-making models, recognising patterns of play, and applying tactical concepts to a chosen activity.
- Physical activity, exercise and sport participation in Australia; health implications of inactivity; sociocultural barriers and enablers; the role of policy in shaping participation
A focused QCE Physical Education Unit 2 answer on physical activity participation and health. Australian participation patterns, the health implications of inactivity, barriers and enablers, and the policy landscape.