Participation in competitive games and the development of cooperation among adolescent girls

[摘要] ENGLISH ABSTRACT:This study explored the potential of competitive games and cooperative gamesas means for teaching adolescent girls some of the concepts that supportcooperation. Hellison's (1995) levels for teaching responsibility were used asguidelines for selecting specific teaching strategies.The intervention consisted of a theme-oriented intervention programmepresented to two experimental groups. One group (n = 9) participated in a gamesprogramme that consisted of competitive activities and the other group (n = 9)participated in a games programme that consisted of cooperative activities. Theexperimental groups were presented with theme-oriented lessons based on fourconcepts that support cooperation: sportsmanship, communication, trust andresponsibility. A control group (n = 18) was also identified and used for statisticalcomparisons. In order to set a context for this study, background information wasgathered using a questionnaire to determine how girls from the school (N = 194) feltabout competitive games and sports.Three measurement instruments were used to collect data. The assessmentof how the girls at the school felt about competitive games and sport was completed,using Gill & Deeter's (1988) Sport Orientation Questionnaire (SOQ). Pre- and posttestingof the girls in the experimental groups also included the SOQ. Harter's (1985)Self-perception Profile was used to measure perceptions of perceived socialacceptance. Soudan and Everett's (1981) 24-item questionnaire was used todetermine any changes in how the girls in the experimental groups perceived thebenefits of participation in physical activity.Results of the Sport Orientation Questionnaire for High School Girls (N =194) indicate that the girls like competitive activities and enjoy competing, but forthem, it is more important to set personal goals in competitive games than it is to win.Following the comparison between pre- and post-test data, it was concluded that thetheme-oriented competitive games programme had an effect on how the girls feelabout participation in games and sports. They became significantly less competitivein their orientation. No changes were noted in their perceived social acceptance. Asignificant increase in their perception that participation in sport and physical activityhas social benefits as well as benefits in preparing them for a career/job were noted.The theme-oriented cooperative games programme also had a significant effect onhow the girls feel about participation in games and sports. The competitive nature andwin orientation of the girls participating in the cooperative games programmesignificantly decreased. No changes were noted in their social acceptance. Therewas a significant increase in their perception that participation in sport and physicalactivity has health and fitness benefits. Results on comparing the groups indicate thatthe perceived athletic competence of the competitive group increased significantlywhen compared to the cooperative group. No other changes were noted. A themeorientedapproach to teaching children about cooperation in a competitive and/orcooperative environment seems to be an effective strategy.

[发布机构] Stellenbosch University