COMPETITIVENESS Damon Burton University of Idaho

COMPETITIVE ENGINEERING Competitiveness – is the motive (i.e., personality trait) to do well when competing. It is a specific form of the broader, general achievement motive to be competent. It is a specific form of the broader, general achievement motive to be competent. It is based on both genetic predispositions and learned attitudes and values. It is based on both genetic predispositions and learned attitudes and values.

ORIGINS OF COMPETITIVENESS All youngsters have a general intrinsic motivate to be competent. Gradually a “differentiation process” channels this broad, general motive to be competent into specific achievement domains based on early childhood experiences. Athletic/sport Academic/intellectual, Artistic/creative, and Mechanical/technological. As kids progress up the competitive ladder, extrinsic rewards are attached to sport success.

VEROFF’S DEVELOPMENTAL THEORY OF ACHIEVEMENT MOTIVATION 3 stages that individuals typically go through in the development of achievement motivation. Autonomous Stage Social Comparison Stage Integrated Stage

AUTONOMOUS STAGE During the Autonomous Stage, year-olds develop internalized standards to evaluate their performance. For example, kids want to master tasks such as walking, talking, potty training, and manipulating and throwing objects. They don’t necessarily care if their performance on these tasks is better or worse than their peers.

SOCIAL COMPARISON STAGE 2 distinct phases are evident during the Social Comparison stage, including: Normative SC -- in which you evaluate almost totally based on how you perform compared to others. Informative SC -- in which you use social comparison to adjust your own standards and they base evaluation on personal standards of excellence. Concept of ability changes at puberty from “trying hard” to “capacity” notions.

INTEGRATED STAGE The Integrated Stage is a combination of the Autonomous and Social Comparison Stages. Individuals learn to use both Informational aspects of social comparison and Autonomous mastery behaviors. Each is used in situations where appropriate.

What factors have the most influence on directing kids into sport?

FACTORS DIRECTING KIDS INTO SPORT Parental encouragement to participate. Positive parental attitudes about sport. Early opportunities for sport participation. Family sport participation models, and Peer group involvement in sport.

What factors have the most influence on developing kids’ strong desire to excel in sport?

FACTORS PROMOTING KIDS’ DESIRE TO EXCEL IN SPORT Relatively early parental demands for accomplishment presented as attainable challenges. Consistent improvement in critical skills and strategies. Rewards for successful accomplishment. Interest and involvement in kids’ sport activities. Sufficient success for development of a positive self-concept, and