Competition in school settings:What can be learned from the literature?

Competition within school settings

• How is competition conceived by learners and teachers?

• Perceived purposes of competition within schools?

• Potential problems?

• How are competitive activities best taught in schools?

How is competition conceived by learners and teachers?

Predominant conception is that competition is about… • Winning and Losing• Beating opponents – opponents an obstacle to be

overcome. Us vs. Them.• Winning a prize or prestige• Displays of power, dominance and control

Ego-oriented?Extrinsic motivations?Could lead to ‘unhealthy’ outcomes?

How is competition conceived by learners and teachers?

Alternative elements of competitive activities…• Co-operation among team mates. Team work.• Goal setting• Celebration of personal achievement. Personal best.• Self-improvement• Focus on strategies and tactics.• Being ‘players’ in the fullest sense• Mastering skillsTask oriented?Intrinsic motivations? Pro-social outcomes?

Purposes of competition within schools?• Can motivate students to ‘try hard’ and ‘do their best’• Develop appropriate attitudes to winning and losing• Preparation for success in real world (competition part of

life)• Builds character [little evidence for this is practice]• Can stimulate ‘learner buy-in’ and engagement• Can develop social moral aspects of education• Teach individual responsibility (as part of team)• Develop team building skills – socialising impacts• Can develop perseverance and resilience• Opportunities for leadership, taking initiative

and decision-making

Potential problems?• Gender issues. Girls and competition. • Issues of differing abilities and skill levels – often less

able and less skilled learners experience competitive activities negatively.

• The positive impacts of some forms of competition are only available to those who can sometimes achieve success.

• Can create alienation and embarrassment – may exclude.

• May impact negatively on some learners’ self-perceptions self-esteem, self-confidence and

self-efficacy.

When using competition in schools…• Need to be critically reflective about competition.• Consider how to manage a competitive environment in

classrooms to cater for mixed ability groups.• Be empathetic with those who are having difficulties• Promote intrinsic, self-determined forms of motivation.• Role of teacher as facilitator rather than instructor.• Draw on TGfU theory – during competition activities use

questions, prompts, feedback to enable learners to discover solutions to problems. Reflect in & on action

• Stoppage time needed during competition – for debate, dialogue and reflection. Learners gain

perspective on others’ interpretations and actions