1. Competition

2. Is Competition … A powerful motivational strategy? A powerful motivational strategy? An effective quality control device? An effective quality control device? A way to develop positive character traits? A way to develop positive character traits? A fair process that ensures that the best team normally wins? A fair process that ensures that the best team normally wins? Good? Good? America is a highly cooperative society. America is a highly cooperative society. Discussion Question 1: Is Competition Good?

3. Reward Definitions Competition: A situation in which rewards are distributed unequally on the basis of performance by the performers. Competition: A situation in which rewards are distributed unequally on the basis of performance by the performers. Cooperation: A social process through which performance is evaluated and rewarded in terms of the collective achievements of a group of people working together to reach a particular goal. Cooperation: A social process through which performance is evaluated and rewarded in terms of the collective achievements of a group of people working together to reach a particular goal.

4. Problems w/ Reward Definitions For every winner, there has to be one or more losers. For every winner, there has to be one or more losers. Does not account for differences in individual reactions to competition. Does not account for differences in individual reactions to competition. Assumes the ‘reward’ to be the same for every competitor. Assumes the ‘reward’ to be the same for every competitor. Intrinsic vs. extrinsic rewards Intrinsic vs. extrinsic rewards DQ 2: List 3 examples of intrinsic & extrinsic rewards from sport?

5. Problems w/ Reward Definitions Differences between competition and cooperation are emphasized, rather than their similarities. Differences between competition and cooperation are emphasized, rather than their similarities. You have to cooperate in order to compete. You have to cooperate in order to compete. Competition requires both within-team and between-team cooperation. Competition requires both within-team and between-team cooperation. DQ 3: List 3 examples of between-team cooperation?

6. Competition and Cooperation As Complimentary Competition and cooperation are not polar opposites. Competition and cooperation are not polar opposites. The dynamics of how competition and cooperation complement one another should be taught. The dynamics of how competition and cooperation complement one another should be taught. Top performers employ a blend of competition and cooperation strategies. Top performers employ a blend of competition and cooperation strategies.

7. Competition vs. Cooperation Cooperative activities produce more open communication, sharing, trust, friendship, and enhanced performance compared with competitive activities. Cooperative activities produce more open communication, sharing, trust, friendship, and enhanced performance compared with competitive activities. Johnson & Johnson (1985) Johnson & Johnson (1985) Review of 122 studies Review of 122 studies Cooperation improved performance more than competition in 65 studies (8 showed opposite effects). Cooperation improved performance more than competition in 65 studies (8 showed opposite effects). Cooperation improved performance more than individual efforts in 108 studies (6 showed opposite effects). Cooperation improved performance more than individual efforts in 108 studies (6 showed opposite effects). Questionable tasks and contests however. Questionable tasks and contests however.

8. Problems Associated with Competition ‘Win-at-all-costs’ mentality. ‘Win-at-all-costs’ mentality. Promotes youth sport dropout. Promotes youth sport dropout. Reduces motivation for those that remain involved. Reduces motivation for those that remain involved. Reduces enjoyment for ‘unsuccessful’ competitors. Reduces enjoyment for ‘unsuccessful’ competitors. Facilitates a short-term focus only. Facilitates a short-term focus only.

9. Competition as a Process Martens’ Process Model Martens’ Process Model 4 stages to the competitive process. 4 stages to the competitive process. Explains why people respond differently to competition. Explains why people respond differently to competition. Social comparison process. Social comparison process.

10. Stage #1: Objective Competitive Situation Four objective criteria that must be present in order to conclude that competition is occurring. Four objective criteria that must be present in order to conclude that competition is occurring. 1. A standard of comparison is identified for the team or individual. 1. A standard of comparison is identified for the team or individual. 2. Another person is present. 2. Another person is present. 3. This person knows the standard. 3. This person knows the standard. 4. This person evaluates whether the standard has been obtained. 4. This person evaluates whether the standard has been obtained. What are the advantages / disadvantages of the Objective Competitive Situation (OCS)? What are the advantages / disadvantages of the Objective Competitive Situation (OCS)?

11. Stage #2: Subjective Competitive Situation How an athlete perceives, accepts, and appraises the OCS. How an athlete perceives, accepts, and appraises the OCS. SCS is affected by personality traits, perceived importance of competition, perception of the comparison standard, and perceived response capabilities. SCS is affected by personality traits, perceived importance of competition, perception of the comparison standard, and perceived response capabilities. As a result, athletes seek out competition, enter it reluctantly, or attempt to avoid it. As a result, athletes seek out competition, enter it reluctantly, or attempt to avoid it.

12. Stage #3: Response After the appraisal of the OCS, athletes experience positive and negative adaptations, preparing them for competition. After the appraisal of the OCS, athletes experience positive and negative adaptations, preparing them for competition. Physiologically Physiologically Psychologically Psychologically Behaviorally Behaviorally

13. Stage #4: Consequences Athletes’ perception of consequence (e.g., success or failure) is more important than the actual outcome. Athletes’ perception of consequence (e.g., success or failure) is more important than the actual outcome. Athletes perceive positive or negative consequences as a result of participation. Athletes perceive positive or negative consequences as a result of participation. These consequences impact: These consequences impact: Short and long term emotions. Short and long term emotions. Perceptions of competence. Perceptions of competence. Future decisions to compete. Future decisions to compete.

14. Variable Factors in OCS Social Environment Social Environment Presence of others: Presence of others: Who? Who? How many? How many? Audience or co-actors? Audience or co-actors? Attributes of opponents: Attributes of opponents: Ability. Ability. Age. Age. Sex. Sex.

15. Variable Factors in OCS Physical Environment Physical Environment Playing field conditions. Playing field conditions. Weather. Weather. Rewards Rewards Tangible. Tangible. Intangible. Intangible. Task Characteristics Task Characteristics Performance demands. Performance demands. Rules of contest. Rules of contest.

16. Martens’ Motto “Athletes first, winning second” “Athletes first, winning second” To broaden Martens’ earlier motto, a revised motto, “Personal excellence- The foundation for success” highlights the relationship shared between personal development and success. To broaden Martens’ earlier motto, a revised motto, “Personal excellence- The foundation for success” highlights the relationship shared between personal development and success.

17. Bringing the Motto to Life ‘Striving to win’ vs. ‘Actually winning’. ‘Striving to win’ vs. ‘Actually winning’. Appreciating ‘the journey’ vs. ‘the destination’. Appreciating ‘the journey’ vs. ‘the destination’. The challenge becomes practicing what you preach. The challenge becomes practicing what you preach. Community-wide philosophy development. Community-wide philosophy development.

18. Motivation and Competition Athletes’ Skill Level Level of Challenge Boredom Anxiety Low High

19. Myths of Competition Myth 1: Competition is a powerful motivational strategy. Myth 1: Competition is a powerful motivational strategy. Truth: Competition provides the greatest motivation when the level of challenge is moderately difficult and matches the current capabilities of the athlete. Truth: Competition provides the greatest motivation when the level of challenge is moderately difficult and matches the current capabilities of the athlete.

20. Myths of Competition Myth 2: Competition is an effective quality control strategy. Myth 2: Competition is an effective quality control strategy. Truth: Competition leads to short- sightedness, and athletes sacrifice long-term improvement and learning in order to achieve short-term success. Truth: Competition leads to short- sightedness, and athletes sacrifice long-term improvement and learning in order to achieve short-term success.

21. Myths of Competition Myth 3: Competition develops positive character traits. Myth 3: Competition develops positive character traits. Truth: Winning can be a double-edge sword for teaching character development. Truth: Winning can be a double-edge sword for teaching character development.

22. Myths of Competition Myth 4: Competition is a fair process that insures that the best team normally wins. Myth 4: Competition is a fair process that insures that the best team normally wins. Truth: The playing field is rarely level, and even when it is, winning is very uncontrollable and often pursued via unfair methods. Truth: The playing field is rarely level, and even when it is, winning is very uncontrollable and often pursued via unfair methods.

23. Association Model of Competition Sport Cooperative games Frisbee Assembly lines HermitWar with no rules Noncooperative Cooperative CompetitiveNoncompetitive

24. Competition: Good or Bad? Competition is neither good nor bad. Rather, it is simply a neutral process and depends on the athletes’ appraisal of the OCS, response, and perception of consequences. Competition is neither good nor bad. Rather, it is simply a neutral process and depends on the athletes’ appraisal of the OCS, response, and perception of consequences.

25. Taking a Hint from Recess Coakly (1997) Coakly (1997) Unorganized games result in increased cooperation, decision making, creativity, and action… things that rule-centered organized sport stifles. Unorganized games result in increased cooperation, decision making, creativity, and action… things that rule-centered organized sport stifles. Coaches, teachers, and sport directors should take a hint from the behaviors of children when games are spontaneous. Coaches, teachers, and sport directors should take a hint from the behaviors of children when games are spontaneous.

26. Taking a Hint from Recess Coakly (1997) Coakly (1997) Unorganized sport behaviors: Kids modify games to maximize cooperation, success, and enjoyment. Unorganized sport behaviors: Kids modify games to maximize cooperation, success, and enjoyment. Increased action and scoring opportunities. Increased action and scoring opportunities. More constant involvement during the game. More constant involvement during the game. Closely-matched teams. Closely-matched teams. Friendship development and maintenance. Friendship development and maintenance.

27. Competitive Engineering The competitive engineering process The competitive engineering process Modifying the structure, rules, facilities, and equipment of a particular sport to enhance athletes’ competitive experience. Modifying the structure, rules, facilities, and equipment of a particular sport to enhance athletes’ competitive experience. Benefits include enhanced skill development, improved enjoyment, better competitive balance, and reduced attrition. Benefits include enhanced skill development, improved enjoyment, better competitive balance, and reduced attrition.

28. Competitive Engineering: Basic Premises 1. Increased action and scoring will make sport more enjoyable. -- Equipment and rule modifications. 2. Create high levels of personal involvement. -- Increase playing time and opportunities to play ‘glamour’ positions. 3. Keep scores close to maximize interest, enjoyment, and motivation. -- Equalize talent across teams.

29. Competitive Engineering: Basic Premises 4. Competition should promote positive relationships between all participants. -- Utilize joint practices, socialization rules, and social events. 5. Use multiple-level program and pyramid-based community models to better meet the needs of a diverse group of athletes.

30. Pyramid-Based Model V: Regional Travel Team IV: Local Travel Team III: Competitive Leagues II: Recreational Program I: Instructional Program

31. Examples of Competitive Engineering: Basketball Facilities Facilities Smaller courts. Smaller courts. Shorter free throw line. Shorter free throw line. Shorter 3 point line. Shorter 3 point line. Lower basket. Lower basket. Bigger goal. Bigger goal. Equipment Equipment Smaller ball. Smaller ball. Colored wrist bands to help players know who they are guarding. Colored wrist bands to help players know who they are guarding.

32. Examples of Competitive Engineering: Basketball Rules Rules Playing time rules. Playing time rules. Position rotation rules. Position rotation rules. Limitations on when pressing is allowed. Limitations on when pressing is allowed. No zone defense. No zone defense. Limit timeouts. Limit timeouts. Place a cap on the number of points 1 player is allowed to score. Place a cap on the number of points 1 player is allowed to score. Catch-up rules: Catch-up rules: Use press entire time, keep possession following a score, opponent must sit top player. Use press entire time, keep possession following a score, opponent must sit top player.

33. Examples of Competitive Engineering: Baseball Facilities Facilities Shorter bases. Shorter bases. Shorter fences. Shorter fences. Lower fences. Lower fences. Closer pitching rubber. Closer pitching rubber. Equipment Equipment Batting tee or pitching machine. Batting tee or pitching machine. Softer balls. Softer balls. Helmets with face masks. Helmets with face masks. Bat modifications: barrel size, weight. Bat modifications: barrel size, weight.

34. Examples of Competitive Engineering: Baseball Rules Rules Playing time rules. Playing time rules. Position rotation rules. Position rotation rules. Modification to ball and strike limits. Modification to ball and strike limits. Pitching machine and tee combinations. Pitching machine and tee combinations. Place a cap on runs scored each inning. Place a cap on runs scored each inning. Everyone bats. Everyone bats. Innings pitched limitations. Innings pitched limitations. Catch-up rules: Catch-up rules: 4 outs per inning, raise the run / inning limit. 4 outs per inning, raise the run / inning limit.

35. Examples of Competitive Engineering: Flag Football Facilities Facilities Smaller fields. Smaller fields. Lower goal posts. Lower goal posts. 10 yard 1 st down markers and chains. 10 yard 1 st down markers and chains. Equipment Equipment Smaller ball. Smaller ball. Velcro flags on both streamers and belts. Velcro flags on both streamers and belts.

36. Examples of Competitive Engineering: Flag Football Rules Rules Playing time rules. Playing time rules. Position rotation rules. Position rotation rules. Limit timeouts. Limit timeouts. All players are eligible receivers. All players are eligible receivers. Screen blocking only. Screen blocking only. Cap scoring by 1 individual player. Cap scoring by 1 individual player. Limit rough contact on defense by calling fouls. Limit rough contact on defense by calling fouls. Modify downs and distance requirements. Modify downs and distance requirements. Slow the defensive rush by requiring a waiting period. Slow the defensive rush by requiring a waiting period. Catch-up rules: Catch-up rules: Maintain possession when score, remove rush limitations. Maintain possession when score, remove rush limitations.

37. Examples of Competitive Engineering: Soccer Facilities Facilities Smaller fields. Smaller fields. Larger goals. Larger goals. Equipment Equipment Softer ball. Softer ball. Shin guards required. Shin guards required.

38. Examples of Competitive Engineering: Soccer Rules Rules Playing time rules. Playing time rules. Position rotation rules. Position rotation rules. Limit timeouts. Limit timeouts. Free kicks instead of throw-ins. Free kicks instead of throw-ins. Remove goalie. Remove goalie. Modify offsides rules and hand ball rules. Modify offsides rules and hand ball rules. Cap the number of goals allowed by 1 player. Cap the number of goals allowed by 1 player. Modify placement of ball on corner kicks. Modify placement of ball on corner kicks. No penalty kicks. No penalty kicks. Catch-up rules: Catch-up rules: Maintain possession when score, sub out the leading teams’ two top players. Maintain possession when score, sub out the leading teams’ two top players.

39. Competitive Philosophy Your competitive philosophy guides your everyday actions and helps you to make the right decision for you by deciding what’s important ahead of time. Your competitive philosophy guides your everyday actions and helps you to make the right decision for you by deciding what’s important ahead of time.

40. Developing Your Competitive Philosophy 1. Self-awareness 1. Self-awareness Monitor thoughts, feelings, and behaviors. Monitor thoughts, feelings, and behaviors. Ask others. Ask others. 2. Prioritize competitive objectives 2. Prioritize competitive objectives Personal development versus winning. Personal development versus winning. How much importance do you place on each of those objectives? How much importance do you place on each of those objectives?

41. John Wooden’s Competitive Philosophy Go to http://www.coachjohnwooden.com/ Go to http://www.coachjohnwooden.com/http://www.coachjohnwooden.com/ Find his pyramid of success. Find his pyramid of success. DQ 4: Which building blocks that Wooden uses do you disagree with or would have put them in a different order?