The document discusses competition in school settings, including how it is conceived by learners and teachers, its potential purposes, and problems. Competition is commonly seen as about winning/losing or beating opponents, but can also focus on cooperation, self-improvement, and mastery of skills. Potential purposes include motivating students and developing character, but it may negatively impact some students' self-perceptions. When using competition, schools should consider mixed ability groups, promote intrinsic motivation, and use reflection and discussion to help students learn.

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

2. 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?

3. 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?

4. 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 skills
Task oriented?
Intrinsic motivations? Pro-social outcomes?

5. 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

6. 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.

7. 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