Chapter 7 Designing Competition Formats

Competition Format Design: Guiding Principles 1. Equal opportunity for all students to play and learn various positions. 2. Competition occurs primarily between teams. 3. Competition is graded.

Equal Opportunity for All Students Use small-sided teams. If possible, avoid having substitutes. If needed, set up a system. Emphasize students playing a variety of positions (i.e., avoid specialization).

Competition Occurs Primarily Between Teams Focus on working toward common goal. Teams win, even in activities typically viewed as individual sports (e.g., tennis, track and field, gymnastics). Recognition of performance primarily targets how the team did (e.g., duty team, fair play).

Competition Is Graded Goal is to make contests as even as possible. Use A-, B-, and possibly C-level competition for competition against teams of similar skill and experience levels. (continued)

Competition Is Graded (continued) Has been found to have important benefits (especially for lower-skilled students): Greater sense of belonging and trust from teammates. “I think I can.” Belief that they can contribute. Prefer even contests with an uncertain outcome. Increased opportunity to learn and improve.

Common Competition Formats Progressive competition format Event model format Dual meet format Round-robin format

Progressive Competition Format Purpose is to make the competition gradually more advanced (i.e., technically and tactically). Basketball example: Go from 1v1 to 2v2 to 4v4. Not limited to team sports. (continued)

Progressive Competition Format (continued) Progression can also focus on changes in the competition space, rules, equipment, and so on. Examples: Golf: Decrease the size of the target area that serves as hole. Archery: Increase shooting distance.

Event Model Format Students compete individually, but results count toward a collective team score. Early in the season, teams practice and may have intrasquad contests to help determine the strongest representatives for each event (e.g., track and field). (continued)

Event Model Format (continued) Works well for individual sports. Example: Tennis: Three players from one team each play a singles match against opponents from other teams. Each match won results in points toward a team score for that day. (continued)

Event Model Format (continued) Variation 1: Relay competition A collective team score is created for an event. Example: For the long jump in track and field, three jumpers add together their respective distances jumped. (continued)

Table 7.3

Event Model Format (continued) Variation 2: Individual performance with students placed in different events Depending on team size, team members may compete in only one or multiple events. (continued)

Table 7.4

Event Model Format (continued) Variation 3: Individual performance with students placed in different divisions Useful for events where one’s performance is affected by one’s size and strength. To what type of activities would that apply? How can this be set up? (continued)

Event Model Format (continued) Variation 4: Multi-event meet Teams send one or more team members to represent them at a particular event. Teams still have to provide a minimum of two duty-team members to each event. (continued)

Event Model Format (continued) Variation 5: Options for performance activities Teams send one or more team members to represent that team at a particular event. Teams still have to provide a minimum of two duty-team members to each event.

Dual Meet Format Two teams compete. Each is represented by a number of individuals or pairs who compete against an equivalent individual or pair from the opponents. A third team serves as duty team. Commonly used competition format in net and wall games and target games.

Table 7.6

Round-Robin Format Scope depends on size of class and number of teams. Each team plays every other team at least once. If possible, set it up such that one team plays every other team multiple times. With larger classes, the season can be structured with two divisions. Following within-division competitions, teams compete against similarly ranked teams in the other divisions. (continued)

Round-Robin Format (continued) Dual round-robin variation: Includes use of a progressive competition. Season is split in half, with the first half being less complex tactically than the second half.

Culminating-Event Formats Key criterion: Everyone should be able to participate fully throughout event. Compass tournament Ladder and pyramid tournament (continued)

Culminating-Event Formats (continued) Compass tournament: Seeding is based on performance during regular season. (continued)

Figure 7.1

Culminating-Event Formats (continued) Ladder and pyramid tournament: Lower-ranked teams challenge a team ranked higher. If lower-ranked team wins, it moves up to the spot of the team it just beat. (continued)

Figure 7.2

Culminating-Event Formats (continued) Organizing truly festive culminating events requires deliberate planning. Can take many forms. Students can be actively involved in planning and organization. Perfect time for recognizing excellence with awards.

Competition Formats: Final Notes Type of competition is affected by the time needed to complete it as well as the nature of the activity. Involve all students. Must be developmentally appropriate.