Ethics in Student Sports: A Teaching Module Using the Recent Point-Shaving Indictment

Hook: Turn a High-Profile Scandal into a Structured, Safe Lesson on Integrity

Teachers and sports studies tutors face a familiar pain: how to use real, often disturbing current events to teach ethical reasoning, while protecting students and meeting curriculum standards. The 2026 federal indictment alleging a multi-season college basketball point-shaving ring (involving dozens of players across multiple teams and a former professional player) offers a rare, urgent case study. This module converts that current event into a classroom-ready syllabus with clear learning objectives, step-by-step lesson plans, past-paper style assessments, and safeguarding guidance — so you can teach sports ethics, gambling, and integrity in a rigorous, compassionate way.

Module Overview: What This Teaching Module Covers

Designed for secondary and undergraduate sports studies, media, and ethics courses in 2026, this module spans 4–6 lessons (flexible) and aligns with assessment-based learning goals. It uses the recent point-shaving indictment as a contemporary case study to explore:

• Ethical decision-making frameworks (consequentialism, deontology, virtue ethics)
• Gambling mechanics, betting markets, and integrity vulnerabilities
• Legal and institutional consequences (criminal charges, NCAA sanctions, career impacts)
• Prevention strategies: education, monitoring, and technology for detection (2026 trends)
• Restorative approaches, counseling, and safeguarding for student-athletes

Why Use This Case Now: Trends from Late 2025–2026

Recent developments make this module timely and essential. Since late 2025, federal prosecutions of college-level gambling schemes have increased as DOJ integrity initiatives ramp up. Simultaneously, the legalized sports-betting market has expanded across jurisdictions, bringing more sophisticated betting products and AI-driven odds. Integrity units — using advanced analytics, anomaly detection, and cooperative data-sharing agreements between betting operators and leagues — became standard across many institutions in 2025 and entered deeper adoption in 2026. These trends mean educators must teach both the human ethics and the technological context surrounding gambling-related misconduct.

"When the integrity of student sports is compromised, the consequences ripple across campuses and careers. Teaching ethical reasoning now is prevention."

Learning Objectives (SMART)

• By the end of the module, students will be able to explain the legal and ethical issues in the 2026 point-shaving indictment in 300 words.
• Students will apply two ethical frameworks to evaluate decision points faced by athletes and third parties in sports betting scenarios.
• Students will design a campus-level integrity policy or educational outreach plan to reduce gambling-related risk.
• Students will critically analyze how technology and data analytics assist in detecting point-shaving and propose improvements.

Module Structure: 5 Sessions (Adaptable)

Session 1 — Context and Foundations (60–75 minutes)

Objective: Ground students in the facts, definitions, and stakes without sensationalism.

• Starter (10 min): Quick survey — what students already know about gambling and sports integrity.
• Presentation (20 min): Short, factual case brief summarizing the 2026 indictment: scope (dozens charged, players across many teams, seasons 2023–24 and 2024–25), actors (players, intermediaries, former pro-level involvement), and types of misconduct (point-shaving, coordination with betting markets).
• Mini-lecture (15 min): Definitions — point-shaving vs. match-fixing, legal penalties vs. institutional sanctions, and why small point changes matter to betting markets.
• Exit ticket (10 min): One-minute paper — what surprised you most and why?

Session 2 — Ethical Frameworks and Role Analysis (75 minutes)

Objective: Apply ethical theories to actors in the case.

• Warm-up (10 min): Review ethical frameworks: consequentialism, deontology, virtue ethics, ethics of care, and restorative justice.
• Activity (35 min): Small groups — each group receives a role (player, coach, gambler, integrity officer, sports agent). Groups map motivations, pressures, and potential decision points.
• Share and Debrief (20 min): Groups present; class applies one ethical framework to evaluate actions.
• Homework: Short reflection (300–400 words) applying an ethical framework to a single actor.

Session 3 — Law, Policy, and Institutional Response (60 minutes)

Objective: Understand legal and administrative consequences.

• Lecture (20 min): Overview of criminal statutes often used in gambling prosecutions and NCAA/institutional sanctions — suspension, revocation of eligibility, and financial/legal penalties.
• Case mapping (20 min): Timeline exercise — students map hypothetical timeline from allegation to indictment to institutional response.
• Class discussion (20 min): Balance of punishment and rehabilitation — restorative justice options for student-athletes.

Session 4 — Detection, Data, and Prevention (75 minutes)

Objective: Explore technology and policy solutions — real 2026 tools and innovations.

• Presentation (15 min): 2026 trends — AI anomaly detection, cross-platform betting data sharing, mandatory athlete education programs, and early-warning dashboards used by integrity units.
• Hands-on activity (35 min): Students examine anonymized statistical game data (constructed dataset) to find anomalies consistent with point-shaving (late-game scoring deviations, odd free-throw patterns). Instructor provides guided spreadsheet tasks.
• Policy design (15 min): Small groups propose a campus prevention bundle (education, monitoring, counseling, reporting hotline).
• Homework: Draft a one-page policy brief for campus athletic leadership.

Session 5 — Assessment, Reflection, and Action (90 minutes)

Objective: Synthesize learning; perform assessments similar to past-paper formats.

• Summative assessment (60 min): Case-analysis exam (see past-paper questions below).
• Reflection and next steps (30 min): Class discussion on prevention, student roles in reporting, and mental health resources.

Practical Classroom Activities and Role-Plays

• Mock Integrity Committee: Students act as investigators, defense, and athletic dept. leadership. Produce a written recommendation and present findings.
• Mock Trial / Hearing: Courtroom-style hearing exploring charges, admissions, and sanctions with evidence packets (redacted and anonymized).
• Media Ethics Exercise: Students write a short press release and op-ed balancing transparency with student protection.
• Restorative Circle: Facilitated class discussion simulating restorative justice where harm is acknowledged and reparations are proposed.

Safeguarding, Consent, and Sensitive Material Guidance

When using a real indictment as a case study, teachers must prioritize welfare and legal sensitivity. Practical rules:

• Use anonymized summaries rather than sensational reporting. Avoid naming students unless they are public figures and names are necessary and verified.
• Provide content warnings and an opt-out for students with personal experiences related to addiction, legal trauma, or sports discipline.
• Coordinate with school counselors; provide resources for gambling harm and mental health support.
• Emphasize factual accuracy: rely on official filings and credible reporting. Frame activities as critical analysis, not accusation.

Assessment: Past-Paper Style Questions and Mark Scheme

Use these questions as summative assessments or practice papers aligned to exam-style evaluation.

Section A — Short Answer (30 minutes)

1. (6 marks) Define point-shaving and explain how it differs from match-fixing. (Expect 2–3 concise sentences.)
2. (8 marks) List four institutional preventative measures that could reduce the risk of player involvement in gambling schemes. (2 marks each with explanation.)
3. (6 marks) Briefly describe two legal consequences and two career consequences a student-athlete might face if convicted. (2 marks each.)
4. (10 marks) Identify and explain three ethical pressures that may drive an athlete toward participating in point-shaving. (3–4 sentences each.)

Section B — Case Analysis (60 minutes)

Prompt: You are provided with a redacted case brief based on the 2026 indictment. Analyze the ethical decisions made by one athlete and propose an institutional response that balances accountability with rehabilitation.

• (40 marks) Analysis: Apply one ethical framework, identify failings, and recommend sanctions plus restorative steps. Use evidence from the brief (structured argument, 600–800 words).
• (20 marks) Policy Brief: Draft a one-page policy for the athletic department emphasizing prevention and early intervention (300–400 words). Assessment: clarity, feasibility, alignment with trends (tech-enabled detection and counseling).

Mark Scheme (Guidance)

• Accuracy of facts and clear linkage to the case — up to 30% of marks.
• Depth of ethical analysis and application of theoretical frameworks — up to 30%.
• Practicality and originality of policy recommendations — up to 25%.
• Clarity, structure, use of evidence, and referencing — up to 15%.

Model Answers: Short Guidance

Provide students with exemplar answers after assessment. Example short answer for point-shaving: "Point-shaving occurs when a player deliberately affects the score margin (not necessarily winning or losing) to benefit bettors; it differs from match-fixing which typically aims to change the match outcome."

Teacher Resources and Materials

• Redacted case brief (instructor-created) summarizing indictment facts, anonymized.
• Constructed game-stat datasets for anomaly detection exercises (CSV files for spreadsheet analysis).
• One-page templates: Press release, policy brief, restorative justice plan.
• List of reputable sources for follow-up reading: legal summaries, DOJ integrity announcements (2025–2026), industry reports on betting market growth, and NCAA policy updates from 2024–2026.
• Contact list for student support: campus counseling, gambling-help hotlines, and local legal aid (editable by institution).

Connecting to Examination and Syllabus Requirements

This module maps to typical sports-studies and ethics curriculum outcomes: critical thinking, legal awareness, policy design, and applied ethics. For exam boards requiring past-paper practice, the supplied case-analysis and mark scheme can be adapted as an open-book or closed exam. Use the mock assessments as formal past-paper practice to prepare students for external exam formats.

Advanced Strategies and 2026+ Predictions

Teachers should incorporate these advanced angles to future-proof learning:

• Data literacy: Teach students to read and interpret betting-market signals and sports performance data. By 2026, data dashboards are commonly used by integrity units.
• AI and algorithmic ethics: Discuss how AI both aids detection and may be used maliciously to exploit markets. Ensure students debate transparency and privacy trade-offs.
• Cross-sector collaboration: Encourage policy projects that include stakeholders (athletic departments, betting operators, legal advisors, mental health professionals). Real-world prevention requires multi-party coordination.
• Restorative education: Emphasize rehabilitation pathways — mentoring, financial literacy, and anonymous reporting channels reduce recidivism.

Actionable Takeaways for Teachers (Quick Checklist)

• Prepare an anonymized case brief rather than distributing court documents verbatim.
• Coordinate with student support services before teaching sensitive content.
• Incorporate a data exercise using simple spreadsheets to teach detection skills.
• Use role-plays to practice ethical decision-making and media handling.
• Offer formative feedback and exemplar answers after assessments.

Classroom Example: 1-Page Policy Template (Teacher Prompt)

Ask students to complete this template during a timed activity: "Campus Betting Integrity and Support Policy — purpose, scope, reporting mechanisms, preventative education, monitoring tools, sanctions, restorative pathways, and a one-year review plan." Use 30–45 minutes and debrief with peer feedback.

Measuring Impact: Evaluation Metrics

To demonstrate module effectiveness, track these metrics over a semester:

• Pre/post survey of student knowledge and attitudes toward gambling.
• Number of students completing voluntary counseling or financial literacy workshops.
• Quality of policy briefs submitted (rubric-based scoring improvements).
• Student ability to detect anomalies in provided datasets (accuracy and explanation quality).

Final Notes on Ethics, Empathy, and Evidence

This module emphasizes that teaching about sports ethics around a current indictment should be balanced: prioritize evidence, avoid sensationalizing individuals, and focus on systems-level prevention. The 2026 prosecutions illustrate how quickly legal, cultural, and technological landscapes can shift — and that education is among the most effective long-term countermeasures.

Call to Action

Ready to bring this module to your classroom? Download the complete teacher pack (redacted case brief, datasets, templates, and rubrics) and a bank of past-paper questions at srakarijobs.com/sports-ethics-module. Sign up for our educator newsletter to receive updates on integrity trends, new datasets for classroom use, and ready-to-teach past papers aligned to 2026 exam standards.

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