Tag Archives: Competition

Competition In Human Groups—Impact On Group Cohesion, Perceived Stress and Outcome Satisfaction

Inquiry Resources, , , Leave a comment

Boos, M., Franiel, X., & Belz, M. (2015). Competition in human groups—Impact on group cohesion, perceived stress and outcome satisfaction. Behavioural Processes, 120, 64-68. http://dx.doi.org/10.1016/j.beproc.2015.07.011

 

When investigating my topic of competition, it is vital to take a look at the counter arguments to my position. Competition is, and rightfully so, am extremely controversial concept. This article discusses how competition influences groups of humans, both in their cohesion and individual mindsets. In research of a group’s personal outcome satisfaction, stress, calmness, and interdependence, and their ability to “flock together”, the study concluded that while competition provides some short terms gains in areas like time necessary to complete a task or motivation, it can have severe long term effects on a broad range of issues. First, in competitive environments, group cohesion decreases as people work more towards self benefit or individual reward situations. Additionally, and probably most striking, is the role competition plays in increased stress in the short terms and even the development of depression in the long term. The very thing that competition strives to do, increase motivation, in fact reduces the participants willingness to participate.

 

This is often referred to when discussing the downsides of competitiveness and they are not wrong. Competition can, and I will repeat that, can have negative effects on those involved. However, are these possible negative emotions a certainty? No. It is all about how, when, and with whom competition is implemented. So with this in mind, I will return to my original inquiry question: How can implement POSITIVE competition in our classrooms?

How Competition and Heterogeneous Collaboration Interact in Prevocational game-based mathematics education

Inquiry Resources, , , One Comment

ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & Education, 89, 42-52. http://dx.doi.org/10.1016/j.compedu.2015.08.010

 

One of the most striking examples of competition in the classroom is when gameification is introduced into lessons. Gameification is prevalent throughout education as it is a powerful motivator, however, how it is integrated is dependent on whether the teacher favours collaboration or competition, but the two are not mutually exclusive. When we visualize or conceptualize the subject matter (in the context of this article; mathematics) through gameification, we see an increase in performance. However, the competition vs. collaboration debate remains. The balance between the excitement, engagement, and challenge that we achieve through competition (either against a system, oneself, or others) and the elongation of frustration through a support network and teamwork that we get with collaboration, can be achieved through a few systems.

 

Student-Team-Acheivemnt-Division or STAD design is as follows: “Students complete an individual assessment, students receive instructional content, teams work together on a collaborative task and try to maximize each individuals knowledge during this task, students complete an individual assessment. Individual scores (progress in performance on individual assessment) and team score (performance on collaborative task) will be summed up to a total team score. Team scores are compared.”

 

The Teams-Games-Tournament model or TGT design is comprised of “Teams receive instructional content, work together to maximize each individuals knowledge, and play individually during an instructional tournament. Individual scores will be summed up to a total team score. Team scores are compared.”

 

Both models have shown the through group competition, there exists an interaction between the high achieving and lower achieving students in the groups. However, it is possible and has been recorded that the above average students can dominate the discourse within groups. Therefore, with both models, it is vital to keep this in mind when introducing competition in the classroom.

How to Achieve Team Cohesion through Competition in Sport: An Organizational Model

Inquiry Resources, , Leave a comment

Smith, J. (2015). How to Achieve Team Cohesion through Competition in Sport: An Organizational Model. The Sport Journal. http://dx.doi.org/10.17682/sportjournal/2015.023

 

A point that stands out when looking into the concept of team sports and how a group of athletes bond together as a team, is the role that instruction plays. When the students, or in this case athletes, are provided with specialized instruction for their particular position it improves tea, performance and overall group cohesion. The article discusses this in a football context with task originated positions and competitive scrimmages, however I think that the overall framework can be taken and applied outside of sports. When we are coordinated as a group it spurs on the competitive spirit and works to discourage “social loafing”. This is evident in our classroom and when students don’t feel cohesive as a group, they’re more likely to “piggyback” off their peers. However with a one-tier-down coaching of educational approach, the students are given specialized instruction, personalized positive interactions, and guidance towards coordination as a group. While one-on-one education isn’t quite what we are discussing here, but what is shown is the role that personalized learning plays in relation to teamwork and building a positive competitive spirit.

A Glimpse Into Competition

Inquiry Reflections, Practicum Reflections, , One Comment

Through observation of my students in the past and present, I find it interesting how students approach different subject areas with differing levels of enjoyment, interest, and enthusiasm. This is to be expected as students, or most people for that matter, gravitate towards their interests. However, in the classroom they are exposed to a wide variety of subjects, topics, and themes, and not all of them may be to a particular student’s taste. Therefore they are exposed to the educational smorgasbord and are expected to take their favourites together with their less preferred subjects. As an educator it is our task, a seemingly daunting one, to make these less desirable topics (whatever they may be) palatable to your entire class, to those who adore the subject and to those who detest it. Therefore, it is a neat experience to see when you get to engage with students in extra curricular activities. This is (or should be) something they enjoy and that enthusiasm is contagious.

I had the privilege to take part in a basketball practice this week and it was wonderful to see a group of kids, who not always are so cohesive in their favourite subject, connect with the sport and as a team. Team building is an obviously a key component of this and when they are literally grouped as a team, they develop a connection that carries them beyond the court and into their personal lives. As the practice was in the morning and I got to see the students that were in my own class interact with each other for the rest of the day. Something I noticed was how the students who were on the basketball team together, and had practiced in the morning, worked well as a team in group activities, communicated effectively, and demonstrated a cohesive attitude. The team had game after school in the gym towards the end of the day something interesting happened. Not only were the students who were on the basketball team demonstrating teamwork, but as the day winded down, the entire class began to come together and were cheering on, giving praise and support to the team, and there was a contagious positive attitude throughout the class.

So what was the catalyst for such a dramatic outpouring of teamwork? Group cohesion and competition. The team was going to compete against another school and together, my students, were a team that represented the whole. If it was simply another practice or intra-school game, I don’t think that level of teamwork through the entire class wouldn’t have been present. A competition, against others, can work towards creating teamwork and a positive presence, and if it wasn’t for that prospect of competition, I doubt this would’ve occurred.