Background/Purpose Competitive Engineering (CE) is defined as systematically modifying youth sports to enhance the competitive experience (Burton, Gillham, & Hammermeister, 2011), and has been supported for youth flag football (Burton, O'Connel, Gillham, & Hammermeister, 2011). This study examined the effects of CE on self-esteem and achievement goals for youth volleyball participants.
Method Following IRB and site approval, 114 female youth volleyball players completed the Washington Self-Description Questionnaire (WSDQ; Smoll, Smith, Barnett, & Everett, 1993) and Achievement Goal Scale for Youth Sports (AGSYS; Cumming, Smith, Smoll, Standage, & Grossbard, 2008) in a pre- post-test fashion, as well as the Motivational Climate Scale for Youth Sports (MCSYS; Smith, Cumming, & Smoll, 2008) in post-test fashion.
Analysis/Results Paired samples t-tests were computed for negative and positive self-esteem and task and ego orientation. A significant result was found for ego orientation, with post-test scores significantly lower. Fourth graders perceived a significantly higher ego oriented climate than did 5th graders. Seventy-two percent of participants preferred close scoring games, supporting the assertions made by Burton and colleagues (2011).
Conclusions This was the first study to examine CE in volleyball and details of the rules, equipment and facility modifications will be discussed. The results demonstrate that motivational climate is important for even the youngest youth athletes. CE is based upon extending mastery climates from practice to actual competitions in search of positive developmental changes. The findings of this study support the CE model, provide examples of CE modifications and demonstrated the importance of motivational climate.