Character, virtue and physical education

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Abstract
In this article I argue that until the full complexity of the psychology of moral personality, moral action, and moral learning is recognized, the prospect of physical education, and team sports in particular, being utilized for moral and social development is slim. Similarly a recognition of the multifarious, heterogeneous and context specific account of moral goodness must also be embraced. Once we move away from the dominant reductive account of moral action and moral goodness, a more realistic and appropriate account of moral pedagogy and the moral educator can emerge. The potential of physical education lessons, and the physical education teacher to contribute to the cultivation of moral characters, good habits and decent players, can then be evaluated more carefully.