December 17, 2007
posted 12/17/2007 11:32 PM

Participation, Competition, and Achievement
I recently observed a positive program sponsored by our VCS PTSA. This program is a great example of a topic that is always on my mind. In a school or community, how can we balance participation, competition, and achievement goals so all students have a chance to experiment with activities while rewarding our top performers in a competitive environment? The PTSA Reflections program is a great example of how to balance these often contrary goals for all students. Before I highlight the Reflections program, I'd like to share some other examples. Our VF United Soccer club is a great example of balancing participation and competition. We offer a recreation level program starting with 5 year olds and if children’s skills advance, they can participate in more competive tournament or travel programs. If not, we maintain a recreation program until age 15 where all children play equally regardless of skill. There is also a regional TOPS Soccer program that is available for children with disabilities. We have similar programs in music. Children can start in beginner band in 4th grade and as their skill and achievement rise, they are eligible for all-county competitions. The problem is that for children with disabilities, the sports or music that we may take for granted are not open for all children’s skills. Sports, music, as well as academics can also quickly get lost in competition and achievement. Last year, I offered feedback on a super program in our VCS intermediate school called track and field days. It's a late spring activity where students can sign up for a range of individual or group activities such as long jump, tug of war, volleyball, and various running events. This program has been available for so many years that I actually participated as an intermediate student in the mid-seventies. I don't want to change the program, but every year there are a small group of students who opt out. For those who participate, there are achievement awards given for a large group of finishers, not just the top three which positively spreads around achievement awards. My feedback for this program is to better balance participation and competition goals next year. While the program attempts to award the widest group of students, it leaves an average of 20% of students in each classroom without a participation award. If you haven't guessed, I came across a small sampling of children with disabilities who left disappointed because many of their classmates walked away with achievement awards in the end of day ceremony, and they walked away with nothing. In fairness, I know a young boy who is an excellent athlete who also walked away with no award so there's no conspiracy theory here. The point is that we can better balance participation and competition, and we should. Each child should walk away with a certificate for participating and the wide array of winners should still be given their awards. In addition, a survey should run for the children who opt out and we should access what activities they would participate in. Maybe a treasure hunt or scavenger hunt could be added that allow displaced children to get outside, but participate in an activity with less physical risk. I'd like to end on one of the best extra-curricular activities that I've seen in our school district that can truly benefit all children. It's the PTSA Reflections program. I learned a great lesson for two reasons. Last year, I had my twins both ask to participate in the science fair. I encouraged one child to participate, but my second child was struggling with the fourth grade homework surge and I convinced this child to opt out. I must admit, I felt terrible that night when I realized the science fair rewarded all students for participating with a medal, even though they also provided achievement feedback for each student. My other child could have, and should have participated if there was personal interest. The Reflections program made my decision even easier. It has multiple categories including music, dance, art, literature, video, and photography. It also runs across multiple ages and even has a special education participation program. If your child can draw a simple picture or even hand write a paragraph, they are allowed to submit an entry. Every child who participated was invited to the reception and given a deluxe certificate just for participating. With that said, some children with exceptional talents are able to compete into further rounds, but this program is seems to be the ideal balance of participation and competition. This was the first year this program was offered at Victor. I'd encourage all of you to spread the word for next year so we can grow participation. As Chairperson for VOICE, I often think about how we can better allow all children in our community to share their special gifts and be rewarded for trying. Each of them will find the place they can best compete, but let's make sure there are always enough ways to shine. If there are other programs that should receive praise or feedback, let me know and I will relay that feedback on behalf of our community even if you wish to remain anonymous. Please also let me know if there are other activities that are not being offered, but could benefit your child. VOICE will do our best to seek out a program or maybe build a home-grown pilot.

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Participation, Competition, and Achievement

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