Competition is a complex concept that has been studied by a number of researchers, mainly in the field of psychology.
It is interesting to analyze this subject to better understand its effects, the issues at stake, and how physical education practitioners contribute to the development of civic values in a competitive context.
A quest for excellence influenced by a variety of motivations
First, it is important to note the etymology of the word “competition,” which derives from com-, meaning “with,” and petere, meaning “to seek” or “to strive.” In this context, competition is an activity in which participants strive for excellence in the company of their opponents.
According to Coakley (1994), competition is “a social process that occurs when rewards are given to people on the basis of how their performances compare with the performances of others doing the same task or participating in the same event.”
Researchers Nicholas C. Holt and William B. Strean (2001) point out that competition is a highly personal experience that is influenced by participants’ personal goals and motivation. Intrinsically motivated people see competition as an opportunity to improve, while extrinsically motivated people seek rewards such as trophies and recognition.
The hidden dangers of the quest for victory
Although competition is still often perceived as a lever for motivation and improvement, it can lead to significant negative consequences. Research by Kohn (1992) has shown that competition can generate considerable stress, exacerbate hostility and prejudice towards one’s opponents, and impact self-esteem or generate shame in the event of a setback.
Many researchers have shown that loss of morality (e.g., aggression, cheating, lack of respect) is a major issue when young and old alike find themselves in a frantic quest to achieve victory. In these cases, ethics and excellence take a back seat. This is what Shields (2021) calls “decompetition,” since these behaviors run completely counter to the essence of the word (“seeking” excellence “with” one’s opponents).
Rethinking competition for inclusive and fulfilling learning
Since competition is a learned social process rather than an innate one, adults need to support young people in their perception of competition in order to meet the objectives of school: to educate, socialize, and foster a sense of responsibility. Competition is not bad, but it becomes counterproductive when participants see competition as war.
It is strongly recommended that teaching competition be done in an intentional way. Too little time is currently devoted to teaching competition, yet such an approach would enable us to see competition as a partnership for excellence, in which opponents are allies who help us reach our full potential.
Physical education teachers have a key role to play in implementing this competitive ethic. Organizing competitions where opponents are seen as personal challenges to progress, or introducing elements of graded competition, such as rewarding sportsmanship and cooperation, supports the learning and development of all students (Hastie et al., 2017). As pointed out by Arbour-Nicitopoulos et al. (2018), it is essential to focus on game enjoyment, teamwork, and personal achievement.
In conclusion, it is important to remember that competition, when properly framed and based on collaboration, can be a powerful driver of personal and collective development. On that note, we invite you to take part in the 2024 Lü Championship, from December 2 to 6.
Thanks to our new Däsh application, students will have the opportunity to compete with students from all over the world for fun, while developing team spirit and focusing on self-improvement. The Lü Championship is an invaluable opportunity to use technology in an educational approach to competition.
