COMPETITIONS: ONE SOLUTION FOR MEETING THE NEEDS OF NEW ZEALAND'S GIFTED STUDENTS

TRACY L RILEY AND FRANCES A KARNES Massey University and University of Southern Mississippi

In the recently released report by the Education Review Office (1998) regarding provisions for gifted students in New Zealand, one of the recommendations for strategies to develop talent is participation in national and international competitions. Competitions have long served as a cornerstone for gifted programmes and practices. In fact, Renzulli (1994) recognizes an array of competitions as special enrichment programmes amongst a continuum of services in his practical plan for total school improvement. In New Zealand, they are but one viable option which schools should contemplate in meeting the New Zealand Curriculum Framework goals of recognizing, respecting, and responding to individual needs regardless of different abilities.

Throughout the world gifted students are among the many participants in competitions. Whether academic, fine and performing arts, leadership, or service-related, competitions serve as yet another tool to assist individuals in maximizing their abilities. In New Zealand, students have opportunities to put their talents to the test through contests such as the BP Technology Challenge, Future Problem Solving, Science Fairs, CREST Awards, and Australian Maths. In addition, many schools sponsor local and regional competitions which vary from inventions fairs to computer challenges.

Perhaps some of the most familiar international competitions touted as appropriate for gifted students are the Future Problem Solving and Odyssey of the Mind programmes (Davis & Rimm, 1994). Since the development of these two programmes in the early 1970s, competitions have continued to flourish. Whether local, national, or international, competitions have been identified as holding a place in gifted education. Participation in the opportunities provided by these gives gifted students the chance to make strides toward personal excellence and the fulfilment of potential.

STUDENTS AND COMPETITIONS

Karnes and Riley (1996a) state "competitions can provide positive rewards for students, teachers, and schools" (p.14). The benefits for students range from the satisfaction they feel having accomplished a goal set for themselves to the academic growth and development gained. Karnes and Riley (1996a) also state that competitions enhance students' self-directed learning skills and sense of autonomy. Furthermore, gains are made by students in "process skills, personal and interpersonal development, and product production" (p. 14).

Davis and Rimm (1994) support this notion, arguing that competitions provide students with opportunities to showcase their talents and skills, as well as perform to the best of their ability. The recognition received from participation also ensures acknowledgment of their gifts. This is essential and supported by Walker (1991) who states that a modern fallacy of being gifted is "The gifted don't know they're different unless someone tells them" (p.9). Celebrating students' abilities is essential to their growth and development. This may be particularly important in New Zealand where myths about giftedness seem to be sustained by cultural innuendos such as the tall poppy syndrome and strong egalitarian beliefs.

Cropper (1998) argues for the use of competitions, citing research that demonstrates both short and long-term motivational gains for students. Identifying motivation as a central element necessary for turning students on to learning, Cropper states that overall competition is most beneficial in arousing short-term motivation. This sort of extrinsic motivation in the short-tern can be an effective tool for sparking more intrinsically motivated achievements for gifted students. Thus competitions can serve as a motivational sparkplug for gifted students.

Competition can also serve as a pinnacle for learning to cope with the variety of life's challenges (Blanchard, 1989). By being placed in a competitive environment with adequate supports students learn to cope with differences, strive toward excellence, accept failure and frustration, and recognize their potential. Davis and Rimm (1994) describe research conducted by Walberg in which creative high school students who had won competitive awards indicated they were "brighter than their mends and quicker to understand" (p.34). While these students may have always felt this way, participation in competitions has reaffirmed their perceptions of themselves.

Competitions raise not only self-awareness, but also self-esteem. While winning might be the ultimate goal, Karnes and Riley (1996a) state that the focus should be placed on the premise that participation alone constitutes winning. The fact that the students took the risks, time, and energy involved to participate indicates a winning spirit. Students who compete are given opportunities to experience a taste of what lies ahead in the challenges of the everyday world.

It can also be argued, however, that these real-world experiences can lead to some negative side effects. Davis and Rimm (1994) cite stress and feelings of failure as results of extreme competitiveness. While success in competitions may serve to motivate students, thus leaving them wanting for more, failure to succeed or a desire for perfectionism can be harmful. Cropper (1998) places the blame for these negative effects upon poorly planned competitive goals and suggests a range of curriculum strategies be put in place to deter or prevent negativity.

COMPETITIONS AS TOOLS FOR TEACHERS AND SCHOOLS

Competitions provide opportunities not only for individual student gains, but also for teachers and schools to further recognize and develop giftedness. From identification to programming options, competitions can begin to mend what Riley (1998) refers to as New Zealand's patchwork approach to gifted education. They tap student talents, while at the same time serve as one of many options for gifted students.

Students participating in competitions are given a chance to demonstrate their skill and know-how, thus giving educators insight into their "scholastic and creative functioning" (Cropper, 1998, p.30). In this sense, competitions can serve as one measure of identification in a multi-method approach as advocated for in New Zealand by McAlpine (1996) and the Education Review Office (1998). Based upon these demonstrated strengths and interests, teachers can better ensure appropriate placement in educational programmes suited to student needs. Thus competitions can play an integral role in the identification and positioning of gifted students.

The Education Review Office (1998) suggests that schools offer "a range of initiatives and approaches in response to students with special abilities" (p. 32). Competitions widen the scope for meeting individual student needs by providing occasions for both enrichment and acceleration. For example, the Future Problem Solving Programme is an excellent base for enriching student's creative problem solving abilities within the realm of a set of futuristic problems; whereas, Australian Maths pushes students to their limits academically, allowing for an acceleration of both content and processes. Within the breadth of occasions for talent development in schools, competitions should not be overlooked.

Competitions are available in a variety of formats: performances, essays, and tests being most common. As with any educational provision for gifted students, it is important to match the competition type to the individual student's strengths and interests. A one-size-fits-all approach to competition selection is not advisable. Rather teachers and students should work together to select a competition or competitions which best match learning needs. This individualisation should better ensure student commitment and potential success.

SELECTING AND PREPARING FOR COMPETITIONS

Competitions should also be selected which match the desired learning outcomes for students. If the purposes and goals of gifted education are kept at the forefront of all activities, then the following questions might be asked in the selection process:

• Does the competition develop a range of process skills such as problem solving, research, methods of inquiry, communication, and higher order thinking?
• Are broad-based understandings of thematic concepts enhanced via participation?
• By participating in the competition is one's knowledge base of underpinning academic content increased and strengthened?
• Does the competition provide opportunities for investigations of real problems, thus leading to the development of an array of products?

Another consideration highlighted by Karnes and Riley (1998a) is the importance of ensuring competitions of high quality and good reputation.

The nature of competitions varies. Some contests span local, regional, national, and international levels. Some competitions are for individual accomplishments, while others involve teams, and a few, the entire class. It should be reiterated that competitions should be selected which will magnify student strengths. For example, some students are good team players and may perform best in team competitions. Others may prefer individual ventures.

Such an array of opportunities presents teachers with the task of determining which competition best suits the needs of students. Karnes and Riley (1996b) suggest that students reflect upon their prior involvement in a competition to determine how it was selected. The key aspects of that reflection, however, may be well worth consideration by teachers in selecting competitions for their students. The suggested points of student exploration are: their talents and abilities, interests, resources, competition guidelines, and awards (p. 329). Other factors for teachers to consider in selecting competitions include the theme or content area, process skills, and practicalities, such as time lines and sponsorship.

Once a competition has been selected, teachers will want to go about the task of preparing students. As with any major project or commitment, students will require varying amounts of assistance and encouragement. Ideally, teachers should be able to act as facilitators, with their role clearly being in the orchestration of competition-related activities. At the same time there may be specific content knowledge and skills which need to be addressed. For example, students may require a lesson in poster design prior to planning and developing posters for a history competition. Some basic steps in preparing students for involvement in competitions might be:

• Skill and content inventory
• Goal setting
• Planning and preparing a time line
• Assessing and gathering resources
• Seeking sponsorship
• Acquiring knowledge and skills
• Practice, practice, practice
• Evaluation (self, teacher, peers) (Karnes & Riley, 1998b)

Safris (1996) further suggests the importance of maintaining high levels of motivation, developing self-reliance, practising without over-practising, and criticising and praising effectively. Students who are well-prepared for competitions will be more successful and willing to participate in future competitions.

A SMORGASBOARD OF OPPORTUNITIES

Competitions for youth are many and varied. Whether local, national, or international, designed for individuals or teams, they span the curriculum and provide an excellent platform for an array of creative challenges. Finding out about competitions is a job in itself, but teachers should begin by reading local newspapers and educational journals. The magazine Starters and Strategies, a New Zealand based publication, is also an excellent source of information. Good Teacher is another magazine that frequently announces competitions. Several chapters in Gifted and Talented: New Zealand Perspectives (McAlpine & Moltzen, 1996) also highlight competitions.

When gathering information on competitions several key factors must be considered. These are age level, curriculum area, entry requirements, deadlines, and costs. Students, of course, are often most interested in the potential winnings! This type of information can and should be obtained prior to entry by contacting the competition sponsors. Carefully reading all competition guidelines is crucial to ensure student success, as well as enjoyment. Gathering and collating this information into a competitions file is an advisable organisational strategy for teachers.

This article may well serve as the start of that file as we explore a taste of the smorgasbord of competitions available in New Zealand. These are just a few examples for readers to contemplate! Cultivating kiwi ingenuity is a goal of the CREST Awards. Creativity in Science and Technology is a national award programme, sponsored by Massey University, for Year 7 to Year 13 students. Engaging students in real-life issues under the guidance of mentors, CREST endeavours to develop creativity, motivation, perseverance, and an application of knowledge. Secondary students are awarded with Bronze, Silver, or Gold Awards depending upon their individual projects. For more information on CREST, contact Mrs Christine Coles, CREST, Massey University, Private Bag 11-222, Palmerston North.

The BP Technology Challenge is another exciting venture for kiwi kids. With over 2,500 primary schools throughout the country participating, this competition has sparked problem-solving abilities through technological challenges. Student activities range from building towers to gliding surveillance flyers. The Challenge taps imagination and encourages cooperation, while forcing students to solve real problems. A variety of prizes are awarded and the events are held locally, regionally, and between schools. Contact Patricia Watts, Education Community Relations, BP New Zealand Limited, PO Box 892, Wellington for further details.

Students can apply their computing skills and be in to win a Hewlett Packard Pavilion 7222 personal computer as part of the HP Competition. The contest requires senior school students to survey at least five others about their use and perceptions of computers. The data is then collated, displayed and interpreted in an informative and interesting manner. Junior school students paint or draw a picture of "You working on your HP Pavilion PC with your teacher helping you." For more information on the competition, teachers should write to HP Competition, c/o Starters and Strategies, Box 279, Turangi.

The New Zealand Post sponsors several competitions for young children. For example, in 1997 as partners in the International Letter Writing Competition, the Post invited children up to age 15 enter. Children wrote letters to the people they most admired to be in to win great prizes including a mountain bike, stamp collection, or stamp presentation pads. The competition is designed to be educationally stimulating, and in 1995 it was just that for a Christchurch student who won a commendation at the international level! To get your students involved in letter writing this year, contact the Letter Writing Competition, New Zealand Post Ltd, Private Bag 39990, Wellington.

In 1998 the Post sponsored the Town Icon Competition in celebration of the release of the Town Icons Stamp Series. Carrots in Ohakune, salmon in Gore, L&P in Paeroa, crayfish in Kiakoura... but what ideas do you think creative thinkers might have for Taihape, Dunedin, Picton, or Masterton? Students were given a chance to create an icon or brochure for their city or write a short story describing what makes their hometown special. All primary and intermediate age students were invited to participate, with an opportunity to win flights and accommodation for a child and adult in Auckland, Wellington, or Christchurch. For more information about NZ Post sponsored competitions, write to New Zealand Post Ltd, Private Bag 39990, Wellington.

JUST ONE SOLUTION

As evidenced by both theory and practice, competitions are just one solution to meeting the needs of New Zealand's gifted children. While there are some drawbacks, effective and coordinated planning and supervision of student participation should eliminate any potential problems. The opportunities to tap and showcase kiwi talent far outweigh the negative elements often associated with competitions. National and international competitions are readily available to teachers and students in New Zealand which mirror the strengths and abilities of gifted children. As we move into the next century it will be crucial for teachers to recognise the vast potential of gifted students for shaping the future. They may be today's competitors, but they will be tomorrow's leaders.

REFERENCES

Blanchard, C. (1989). The developmental aspects and origins of competitive behaviour in children. New Mexico: New Mexico State University. ERIC Clearinghouse (ED325260).
Cropper, C. (1998). Is competition an effective classroom tool for the gifted student? Gifted Child Today Magazine, 21(3), 28-30.
Davis, G. & Rimm, S. (1994). Education of the gifted and talented (3rd ed.) Needham Heights, MA: Allyn & Bacon.
Education Review Office. (1998). Working with students with special abilities. Number 3, Autumn. Karnes, FA. & Riley, TL. (1996a). Competitions: Developing and nurturing talents. Gifted Child Today, 19(2), 14-15, 47-50.
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Karnes, FA. & Riley, TL. (1998a). Demonstrating creativity in arts through competitions. Journal of Secondary Gifted Education, 10(1), 188-191.
Karnes, FA. & Riley, TL. (1998b). Enriching the curriculum through competitions. Social Studies and the Young Learner, 11(1),26-27.
McAlpine, D. (1996). The identification of children with special abilities. In D. McAlpine & R. Moltzen(Eds.) Gifted and talented: New Zealand perspectives (pp. 63-90). Palmerston North: Massey University ERDC Press.
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Riley, T.L. (1998). Backgrounder to the news. Evening Standard, 8 September.
Safris, R. (1996). Tips for Creative Problem-Solving Teams. Parsnippany, NJ: Good Apple.
Walker, S.Y. (1991). The survival guide for parents of gifted children. Minneapolis, MN: Free Spirit.