Losing in Competitive Activities at School: A Case Study Including Music, Physical, and Foreign-Language Primary Education Teachers.
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| Title: | Losing in Competitive Activities at School: A Case Study Including Music, Physical, and Foreign-Language Primary Education Teachers. |
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| Authors: | Mateos-Moreno, Daniel1 (AUTHOR) danielmm@uma.es, Blanco-Ariza, Jesús1 (AUTHOR) |
| Source: | Journal of Research in Childhood Education. 2026, Vol. 40 Issue 2, p256-267. 12p. |
| Subject Terms: | *Teacher attitudes, *Primary education, *Physical education, *Instructional systems, *Music education, *Foreign language education, Stress management, Contests |
| Abstract: | Empirical research on losing at competitive activities at school predominantly focuses on physical education. Furthermore, it is addressed within the more general field of competition at school, which may overlook particularities. The present study aims to address this gap by exploring the beliefs of primary school teachers in relation to 1) losing at school, 2) students' behaviors to cope with losing, and 3) strategies for teaching how to cope with losing in adaptive ways. Using the case-study methodology, we conducted in-depth interviews among a sample of purposefully selected teachers (n = 9, from eight different schools) with varied profiles in music, physical, and foreign-language education. We also asked them to write an essay on the three aforementioned topics and observed the in-class practices of some of these teachers. By means of thematic analysis, the results show how the respondents understand losing as an educative experience. The respondents also described myriad approaches and strategies for teaching how to cope with losing in adaptive ways. In view of the respondents' declared lack of sufficient reflection on losing at school, we conclude that urgent attention must be given to this topic in pre-service teacher education and in-service teacher reflection. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Empirical research on losing at competitive activities at school predominantly focuses on physical education. Furthermore, it is addressed within the more general field of competition at school, which may overlook particularities. The present study aims to address this gap by exploring the beliefs of primary school teachers in relation to 1) losing at school, 2) students' behaviors to cope with losing, and 3) strategies for teaching how to cope with losing in adaptive ways. Using the case-study methodology, we conducted in-depth interviews among a sample of purposefully selected teachers (n = 9, from eight different schools) with varied profiles in music, physical, and foreign-language education. We also asked them to write an essay on the three aforementioned topics and observed the in-class practices of some of these teachers. By means of thematic analysis, the results show how the respondents understand losing as an educative experience. The respondents also described myriad approaches and strategies for teaching how to cope with losing in adaptive ways. In view of the respondents' declared lack of sufficient reflection on losing at school, we conclude that urgent attention must be given to this topic in pre-service teacher education and in-service teacher reflection. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02568543 |
| DOI: | 10.1080/02568543.2024.2434261 |
