Competition across the curriculum: what works and why

1. Competition across the curriculum: what works and why James Capper and Katy Vigurs, Staffordshire University j.capper@staffs.ac.uk k.vigurs@staffs.ac.uk Denise May MBE Donna Neely Tracey Reynolds

2. To start • On tables, discuss and use ‘post its’: • -Definitions of competition. • -Purpose of competition in school sport, PE, other subjects. • -How would you identify and describe successful competition, what are the key aspects, what would it look like?

3. Outlining the key principles for using competition as a framework to add value to learning across the school. This session will share research commissioned by the Youth Sport Trust and effective strategies from the UK and USA.

4. Today's workshop 1.To explore and share what role competition plays in learning in PE. 2.To explore and share what role competition plays in other curriculum areas and across whole school. 3.To share some of the key findings of existing research in this area and invite you to support our work and contribute to a ‘live’ project.

5. Context for competition • New PE curriculum • Political focus • Examples of good use in schools • School Games

6. BUDEHAVEN COMMUNITY SCHOOL Mrs Denise May MBE Director of Specialism & Assistant Headteacher dm@budehaven.cornwall.sch.uk 07790012258 01288 353271

7. BUDEHAVEN COMMUNITY SCHOOL • CONTEXT: - • 11-18 mixed comprehensive; 1260 on roll; 260 in 6th Form • Rurally isolated with low health and deprivation indices • Fixtures – rural and thus financial impact • However strong inter-school competition structure • Local hub for community re sports facilities • Strong community Club links vital in this situation, creating Centres of Excellence

8. BUDEHAVEN COMMUNITY SCHOOL – SCHOOL GAMES Level one Intra-School: - • Why change? • to give greater structure • to give greater whole school impact • to develop a greater sense of belonging • Opportunities for all students • TO RAISE ASPIRATIONS FOR ALL COOL TO ACHIEVE! • Where are we now? • Team sports – very sporadic • No house system • Inter-form matches - sport only • New Whole School Games Day

9. BUDEHAVEN COMMUNITY SCHOOL • TEAM ASPIRE: - • Young vibrant staff – ownership and responsibility • Whole school points structure – leading to whole school games day • Weekly team meetings • BONUS DAY – finals in science/English/maths • Aspire schedule

11. BUDEHAVEN COMMUNITY SCHOOL • TEAM ASPIRE EXTENSION: - • Year group aspirations – points re: - • Attendance • Form group shields • Post cards • Aspire Mascot competition – BUDE TIGERS!!!! • Links to National Competitions • Publicity - Notice Board/Plasma screens • Rewards - Trophies; Certificates – bronze; silver; gold

13. BUDEHAVEN COMMUNITY SCHOOL • TEAM ASPIRE: - • Phase Two: - • English; maths; science team weekly training • Regular inter-school English; maths; science fixtures with Inter-school leagues

14. Denbigh High School Mrs Donna Neely-Hayes Head of PE & Director of Specialism dneely@denbighhigh.luton.sch.uk 07776188434 01582 736611

15. Denbigh High School Denbigh High School is an outstanding school with approximately 1120 students between the ages of 11 and 16 We are a highly successful school that has a decade-long record of year-on-year achievement at GCSE Our contextual value-added score for progress from key stages 2 to 4 is one of the highest in the country at 1067.4.

16. Competition across the curriculum • School games level 1 • EBACC school games intra/inter • Olympic themed competitions

17. School Games at Level 1 • What are your current barriers to competitive sport for School Games at Level 1?

18. School Games level 1: Tutor competitions every lunch time across different sports (see handout 1) • Overcoming barriers • Re branded “inter form” creating excitement • Fixtures list for every tutor group for the year, reminders every week. • Links to assemblies, celebrations weekly with running scores • On going scores contribute to 3 day Olympic finals • Bonus points for tutor support • Variety in sports in/outdoor • Barriers • Participation • Capacity within team • Maintaining interests • Making it lead to something BIG • Engaging form tutors • Catering for all

19. School Games at Level 1 • What current structured competitions take place across other subjects? Are there any barriers?

20. EBACC School Games level 1: Tutor competitions based on EBACC subjects once a week (see handout 2) • Overcoming barriers • Advertised in team leaders meeting. • Engaged with possible examples for each department • Supported them where necessary • Points awarded for EBACC competitions contribute to 3 day Olympics. • Barriers • Getting other HoD on board • Consistency • Engagement from tutor groups • Making it lead to something BIG

21. School Games level 2: Inter school EBACC competitions • Where we are at…. • Advertised to all schools within our local area • 9 out of 11 responded with an interest to attend • Engagement with our English department to design the competition rounds • School Games Organiser to manage event • Weekly training in place for all EBACC teams • First event after February 24th

22. Olympic Themed Competitions (non PE) • Where we are at…. • Happening every two weeks • Based on different aspects of the school curriculum • Allows less sporty pupils to become engaged in competition • Judged by HoD for that subject area • Winning tutor groups gain points towards their overall scores

23. Themes from current Literature

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

25. 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?

26. 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?

27. 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?

28. 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

29. 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.

30. 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

31. Time for discussion

32. International Perspectives, lessons from the USA School Games Application Ideas

33. The Zone Tracey Reynolds Assistant Headteacher, Budehaven Community School E mail: tar@budehaven.cornwall.sch.uk

34. Boston Scholar Programme • THE ZONE operates after school hours. Students are encouraged to ‘Get in the Zone’. Each zone has: • coach – professional (teacher), intern support (local university student) and peer coach (high school graduate) • aspirational language/displays – roadmap to college; university acceptance letters; grade competition • clear communication routes – academic coach communicates with students’ teachers and athletic coach regularly • regular monitoring of grades to spot dips in performance and correct this • resources (textbooks/paper/laptops), food and drink • preparation for interviews and university application • arranges summer internships

35. BUDE ZONE • Aim of the zone • To develop ‘academic athletes’ • To support our students to achieve top GCSE grades • To encourage, from Y7, a desire to continue into higher education

36. BUDE ZONE • How to ‘encourage’ • students to attend: • Meeting with students • Phone call/meeting with parents • Parent/student session • Zone Invitation • Attendance credits & Bude money • Start before end of school day • Refreshments • Identification of • students • jesson banding and FFT data • school’s progress data • pupil premium information • venn diagram data

37. BUDE ZONE • Organisation of the zone • Starts before school ends • ‘Aspirational talk’ starts each session • Different year group and needs per day from Y7 ‘challenge to achieve’, Y9 high achievers to GCSE support • Academic coach – CoL Y7/9; LoL Maths; Assistant LoL English/Science; GT co-ordinator; community volunteers • Collaborative work encouraged – Y9 science projects developed in the Zone • Meeting specific needs – literature evening requested by Y9; languages support; ‘Blooms night’; problem solving tips

38. BUDE ZONE • Impact of the zone • In short term, success measured by: • Attendance data • Progress data – ATL & grades • Parental/CoL feedback • In long term, success measured by: • Zone students’ GCSE results and school’s ACEM • Levels of progress Y7-Y11 • Post 16 activity – 6th form, university and college applications

39. Events Management Team Objective: To increase the percentage of pupils “engaged” with sporting competitions at level 2+, not necessarily in a sporting context.

40. Creating the Denbigh Events Management Team

41. Title Tariqul Chowdury Captain of “Welcome Team” My first experience of being in the events management team has been great, I have always enjoyed speaking to visitors and it is great being involved with the big sports events as someone important. Hudhyafah Zaman Captain of “Marketing Team” The marketing team is great, I am really enjoying my role of “Captain” It was good to see some of my work displayed around school in the lead up to the basketball event. Sana Boston Captain of “Media Team” Being apart of the media was awesome, I loved interviewing the coaches and players throughout the games, I think they enjoyed the attention too. We are working hard editing our work now which is fun but quite hard work too. Zaqwan Mohammed Captain on “Statistics Team” The statistics team worked well together in their first event, some of the other schools even asked for copies of the statistics.

42. Making it happen in your school Time to action plan