1. COMPETITIVE ENGINEERING Damon Burton & Andy Gillham University of Idaho

2. COMPETITIVE ENGINEERING 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, & reduced attrition. Benefits include enhanced skill development, improved enjoyment, & reduced attrition. Used extensively, but in haphazard fashion, with no model to guide implementation.. Used extensively, but in haphazard fashion, with no model to guide implementation..

3. MOTIVATIONAL CLIMATE CONCEPTUAL MODEL Competitive engineering is a motivational climate strategy that attempts to enhance motivation through systematic change in the competitive environment. Motivational climate has its origins in achievement goal theory that has found players in mastery-oriented (i.e., process) climates have higher intrinsic motivation, greater enjoyment and satisfaction and less attrition than do outcome-oriented (i.e., product) teammates.

4. STRUCTURING A BETTER MOTIVATIONAL CLIMATE CE attempts to enhance intrinsic motivation by creating positive changes in how sport is structured to enhance competence, increase personal self- determination or control, and provide greater opportunities to be with friends (i.e., relatedness)

5. MASTERY CLIMATE CORRELATES Cote et al.’s (2008) Developmental Model of Sport Participation suggests the “sampling years” between 6-12 is a time to emphasize “deliberate play” that maximizes enjoyment for both future recreationl and elite performers. Mastery climate also promotes prosocial development (First Tee, 2006; Petitpas et al., 2005).

6. COACHING EDUCATION VERSUS COMPETITIVE ENGINEERING Youth coaches don’t want to invest in coaching education. Coaching considered a short-term activity but improvement takes time, Problem coaches don’t typically participate in coaching education. Competitive engineering only has to see administrators. Structure creates opportunity for positive change. Existing research supports value of competitive engineering.

7. COMPETITIVE ENGINEERING OVERALL GOAL Competitive engineering attempts to create programs that ensure consistent physical, psychological and social development is emphasized ahead of winning. However, when development is maximized, the chance of winning also increases.

8. WORKING COMPETITIVE ENGINEERING MODEL 6 CE goals, 4 CE strategies, 4 CE techniques.

9. COMPETITIVE ENGINEERING GOALS attract athletes to sport, increase process orientation and intrinsic motivation, enhance skill development, increase perceived competence, maximize fun and enjoyment, and minimize burnout and attrition.

10. TAKING A HINT FROM SANDLOT GAMES … Coakley’s (1980) research In sandlot games, kids modify games to maximize enjoyment and keep everyone involved so the game continues. In sandlot games, kids modify games to maximize enjoyment and keep everyone involved so the game continues. “Sandlot” games result in increased cooperation, decision making, creativity, and action…things that rule- centered organized sport stifles. “Sandlot” games result in increased cooperation, decision making, creativity, and action…things that rule- centered organized sport stifles.

11. TAKING A HINT FROM SANDLOT GAMES … “Sandlot” 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

12. ENHANCING MOTIVATIONAL CLIMATE IN SPORT Competitive engineering is a motivational climate strategy that attempts to enhance motivation thru systematic change in the competitive environment. Motivational climate has its origins in achievement goal theory that has found players in mastery-oriented (i.e., emphasize process) climates have higher intrinsic motivation, greater enjoyment and satisfaction and less attrition than do outcome-oriented teammates.

13. CE STRATEGIES: WHAT ATHLETES WANT increase action and scoring, create high personal involvement, keep scores close, and maintain positive social relationships with teammates and opponents (Coakley, 1980).

14. COMPETITIVE ENGINEERING TECHNIQUES modify rules, change facilities, adjust equipment, provide a choice of competitive level.

15. CE TECHNIQUE EXAMPLES

16. CE STRATEGY & TECHNIQUE EXAMPLES 1. increase action and scoring “kid-size” equipment & facilities and modify rules to advantage the offense 2. create high levels of personal involvement increase playing time and opportunities to play “glamour” positions 3. keep scores close equalize talent across teams and have “catchup” rules 4. promote positive relationships between all participants utilize joint practices, socialization rules, and social events

17. PYRAMID MODEL OF SPORT PROGRAMMING Level 5: Regional Travel Team Level 4: Local Travel Team Level 3: Competitive Leagues Level 2: Recreational Program Level 1: Instructional Program

18. FLAG FOOTBALL CE STUDY 1. Conceptual Focus Increase action and scoring, Increase action and scoring, Enhance personal investment, Enhance personal investment, Decrease excessive physical contact. Decrease excessive physical contact. 2. Research Protocol “Kid-size” football and field “Delayed rush” rule to prevent defensive line from crossing line-of-scrimmage for 3 seconds 3. Results Total points increased by 250% Total points increased by 250% Percentage of kids scoring increased by 70% Percentage of kids scoring increased by 70% Enjoyment increased extensively Enjoyment increased extensively Attrition was reduced 30% the following season. Attrition was reduced 30% the following season. increase playing time and opportunities to play “glamour” positions increase playing time and opportunities to play “glamour” positions 4. keep scores close equalize talent across teams and have “catchup” rules 5. promote positive relationships between all participants utilize joint practices, socialization rules, and social events

19. FUTURE RESEARCH QUESTIONS 1. Is more CE better? Number of modifications overall, Number of modifications overall, Number of modifications for each CE technique. Number of modifications for each CE technique. 2. Does the type of modification impact effectiveness? Which technique-related modifications are most effective (e.g., close scores vs increased scoring)? Even within the same technique category, which modifications have greater impact on athlete outcomes (e.g., position played vs playing time)? What implementation protocol will best sell CE to administration, coaches, & athletes? What implementation protocol will maximize athlete outcomes (e.g., explaining rationale & teaching implementation strategies)?

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