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We conduct a laboratory experiment in which participants can make donations to real charities. We vary whether the experimenter provides matching funds for any such donations, and whether there is individual or team competition for these matching funds. Our results indicate that providing matching funds for all donations does increase donations from 23% to 33% of the endowment. While individual competition for matching funds had nearly the same effectiveness as matching all donations, by far the most effective approach was to form (anonymous) teams that competed for matching funds; this led to donations of 47% of the endowment. We appeal to the notion of group identity to explain our results—participants seemed to be reluctant to “let down their team” in a competition. Our results can be seen as providing support for the notion that combining group identity and competition creates a motivation that can potentially be harnessed effectively for prosocial purposes. This paper was accepted by Uri Gneezy, behavioral economics.

Advances in information technology bring changes to the nature of work by facilitating companies to go beyond the wisdom of their workforce and tap into the \"wisdom of the crowd\" via online crowdsourcing contests. In these contests, active and motivated individuals collaborate in the form of self-organized teams that compete for rewards. Using a rich data set of 732 teams in 52 contests collected from the crowdsourcing platform, Kaggle.com, from its launch in April 2010 to July 2012, we studied how the allocation of members' social and intellectual capital within a virtual team affects team performance in online crowdsourcing contests. Our econometric analysis uses a rank-ordered logistic regression model, and suggests that the effect of a member's social and intellectual capital on team performance varies depending on his or her roles. Though a team leader's social capital and a team expert's intellectual capital significantly influence team performance, a team leader's intellectual capital and a team expert's social capital do not. Further, we found that the alignment of a member's social and intellectual capital within a team has a significant influence on team performance. Moreover, the intensity of the competition moderates the impact. When a contest is highly competitive, the social and intellectual capital alignment negatively affects team performance, and when the competitive intensity is low, this alignment positively affects team performance. Our findings provide insights into improving performance in team-based competitions in crowdsourcing communities.

Purpose Drawing on social information processing theory and trait activation theory, this study aims to examine the mediating effect of leader narcissism on team radical creativity via team information elaboration and explores the moderating role of inter-team competition. Design/methodology/approach Time-lagged and multisource survey data were collected from 86 team leaders and 409 employees in a Chinese company. Path analysis was used to test the hypotheses. Findings The results indicated that leader narcissism could impede team radical creativity via team information elaboration. Moreover, the negative indirect effects of leader narcissism on team radical creativity were more pronounced when the inter-team competition was low. Originality/value This study makes contributions to the literature on leader narcissism and team radical creativity by examining the detrimental indirect effects of leader narcissism on team radical creativity via team information. Furthermore, it broadens current literature by investigating the potential positive intervention of inter-team competition on the negative aspects of leader narcissism.

PurposeThis article summarizes practitioner observations on three research questions. First, the factors that lead to the emergence and persistence of such teams. Second, the repercussions of siloed teams. And third, practical suggestions and recommendations that practitioners can employ to prevent silo formation or address existing silos. This article thus complements recent academic work that has previously explored the formation of silos.Design/methodology/approachThe authors used the input of current team leads from a focus group along with their consulting experience to explore these three research questions. The team lead input and consulting expertise are integrated with academic research on silos.FindingsThe emergence and persistence of silos was mostly attributed to company characteristics (size, growth and stakeholder management) as well as communication inefficiencies (lack of role clarity and ownership within teams), which in turn were impacted by situational variables (pandemic and turnover). The authors noted the effect of team composition effects, team competition and organizational changes (rapid growth and restructuring) as potential contributors to the formation and persistence of silos. The team lead experts and our consulting experiences were congruent with the literature focused on repercussions of silos, from poor information exchanges to inefficiencies, divisions and perceived isolation of teams from the organization. Solutions focused on project organization and documentation as well as the adoption of new decision-making tools and practices, and the creation of more exchange and learning opportunities. The authors added additional options to promote more visibility, appreciation, proactive monitoring within teams and organizational identification initiatives.Originality/valueThe current article adds a pragmatic perspective to silos and how organizations can address these when they become problematic and hinder performance and collaboration.

Mobile edge computing (MEC) has revolutionized the way of teaching in universities. It enables more interactive and immersive experiences in the classroom, enhancing student engagement and learning outcomes. As an incentive mechanism based on social identity and contest theories, team competition has been adopted and shown its effectiveness in improving students’ participation and motivation in college classrooms. However, despite its potential benefit, there are still many unresolved issues: What type of students and teams benefit more from team competition? In what teaching context is team competition more effective? Which competition design methods better increase student academic performance? Mobile edge computing provides the ability to obtain the data of the teaching process and analyze the causal effect between team competition and students’ academic performance. In this paper, the authors first design a randomized field experiment among freshmen enrolled in college English courses. Then, the authors analyze the observation data collected from the online teaching platform, and predict individual treatment effects of academic performance in college English through linear and nonlinear machine learning models. Finally, by carefully investigating features of teams and individual students, the prediction error is reduced by up to 30%. In addition, through interpreting the predictive models, some valuable insights regarding the practice of team competition in college classrooms are discovered.

In recent years, it is a trend to integrate the ideas in game theory into the research of multi-robot system. In this paper, a team-competition model is proposed to solve a dynamic multi-robot task allocation problem. The allocation problem asks how to assign tasks to robots such that the most suitable robot is selected to execute the most appropriate task, which arises in many real-life applications. To be specific, we study multi-round team competitions between two teams, where each team selects one of its players simultaneously in each round and each player can play at most once, which defines an extensive-form game with perfect recall. We also study a common variant where one team always selects its player before the other team in each round. Regarding the robots as the players in the first team and the tasks as the players in the second team, the sub-game perfect strategy of the first team computed via solving the team competition gives us a solution for allocating the tasks to the robots—it specifies how to select the robot (according to some probability distribution if the two teams move simultaneously) to execute the upcoming task in each round, based on the results of the matches in the previous rounds. Throughout this paper, many properties of the sub-game perfect equilibria of the team competition game are proved. We first show that uniformly random strategy is a sub-game perfect equilibrium strategy for both teams when there are no redundant players. Secondly, a team can safely abandon its weak players if it has redundant players and the strength of players is transitive. We then focus on the more interesting case where there are redundant players and the strength of players is not transitive. In this case, we obtain several counterintuitive results. For example, a player might help improve the payoff of its team, even if it is dominated by the entire other team. We also study the extent to which the dominated players can increase the payoff. Very similar results hold for the aforementioned variant where the two teams take actions in turn.

The study aimed to compare the physical demands required during the first, second, and third most demanding passages (MDP) of play considering the effect of playing position, type of passage, and passage duration. A longitudinal study for three mesocycles was conducted in a professional soccer team competing in LaLiga123. Tracking systems collected total distance covered (DIS), high-speed running distance (HSRD), sprinting distance (SPD), total of high-intensity accelerations (ACCHIGH), and total of high-intensity decelerations (DECHIGH). The results confirmed that a significant effect of the type of passage (first, second or third MDP of play) on DIS (F(1.24, 178.89) = 115.53; p = 0.01; ηp2 = 0.45), HSRD (F(1.35, 195.36) = 422.82; p = 0.01; ηp2 = 0.75), SPD (F(1.43, 206.59) = 299.99; p = 0.01; ηp2 = 0.68), ACCHIGH (F(1.45, 209.38) = 268.59; p = 0.01; ηp2 = 0.65), and DECHIGH (F(1.45, 209.38) = 324.88; p = 0.01; ηp2 = 0.69) was found. In addition, a significant interaction between playing position, type and duration of the passage was observed in DIS (F(12.60, 453.47) = 1.98; p = 0.02; ηp2 = 0.05) and ACCHIGH (F(13.99, 503.78) = 1.92; p = 0.03; ηp2 = 0.06). In conclusion, significant differences in physical demands between the first, second, and third MDP of play were observed. However, there were some cases (DIS and ACCHIGH) in which no significant differences were found between these passages. Therefore, coaches should consider not only the magnitude of these peak intensity periods (e.g., distance covered per minute) but also the number of passages that players may experience during match play.

This paper belongs to a field of research that has appeared comparatively recently, namely, the study of mathematics competitions. The paper utilizes historical-theoretical methodology and is devoted to changes in the way in which mathematics competitions have been conducted in Russia in recent decades. Mathematics competitions, like mathematics education as a whole, are seen as part of a social process, and changes in them are seen as expressions of new social needs and possibilities. The analysis of the system of competitions, as it evolved in the USSR, and the literature devoted to them, makes it possible to identify certain challenges recognized by the mathematics community. In this paper I discuss examples of new competitions that have emerged to address these challenges. It is noted that new types of competitions have emerged, including team competitions and competitions involving mass participation by students. Also discussed is the emergence of new competitions with subject matter closer to that of ordinary school mathematics than that of old, traditional competitions. An analysis of the situation in Russia reveals the existence of a significant group of mathematics educators, parents, and children interested in the development of mathematics competitions. Also, in the paper I call attention to certain questions that I consider worthy of further study.

Sixteen Hispanic Spanish/English bilingual children (6 boys and 10 girls) participated in a single-subject design study. Their chronological ages ranged from 8 to 9.5 years. The classroom teacher identified all the children as academic at risk on the basis of a history of poor academic performance in spelling and low scores on the Metropolitan Achievement Tests (G. Prescott, I. Balow, T. Hogan, & R. Farr, 1978). The teachers assigned the students to each instructional condition according to a randomly selected sequence of instructional order. The 3 instructional interventions were (a) competitive team peer tutoring, (b) cooperative team peer tutoring, and (c) standard teacher-led instruction. The results of the study showed that although team competition and team cooperation resulted in higher levels of correct responding relative to the standard teacher-led condition, cooperative team peer tutoring resulted in the highest rate of correct responding. Practical implications of the findings are discussed.

Within the observational methodology, an analysis of the interaction between kickers and goalkeepers has been carried out, in penalty kicks taken in international team competitions, which allows the goalkeeper to obtain relevant information about the area of the goal to which the kick is going to be directed from the information perceived at different moments of the kick. Data recording and coding was carried out using LINCE software. The record, based on the observation instrument, is structured around four critical frames and possible conditional frames. The reliability of the records was guaranteed by intra-observer and inter-observer agreement, using Cohen's Kappa coefficient. A lag sequential analysis has been carried out, which has been facilitated by the diachronic structure of the record. Based on the results of this analysis, it concluded with a series of relevant guidelines that can be used by goalkeeping coaches to help their goalkeepers to face a penalty kick, considering the information of the context of the penalty kick, of the moment in which the kicker starts his approach to the ball, the interaction between the kicker and the goalkeeper, the moment in which the non-dominant leg of the kicker makes his last support before the kick, and the moment in which the kicker hits the ball. En el seno de la metodología observacional se ha realizado un análisis de la interacción entre lanzadores y porteros, en penaltis ejecutados en competiciones internacionales de selecciones, que permita al portero obtener información relevante sobre la zona de la portería a la que va a ir dirigido el lanzamiento a partir de la información extraída en diferentes momentos del lanzamiento. El registro y codificación de los datos se ha realizado mediante el software LINCE. El registro, a partir del instrumento de observación, se vertebra por cuatro critical frames y de posibles conditional frames. Se ha garantizado la fiabilidad de los registros mediante concordancia intra-observador e inter-observadores, utilizando el coeficiente Kappa de Cohen. Se ha realizado un análisis secuencial de retardos que se ha visto facilitado por la estructura diacrónica del registro. Fruto de los resultados de este análisis se concluye con una serie de pautas relevantes que puedan servir a entrenadores de porteros para ayudar a sus porteros a afrontar un lanzamiento de penalti, considerando la información del contexto del penalti, del momento en el que el lanzador comienza su aproximación al balón, de la interacción mantenida entre lanzador y portero, del momento en que la pierna no dominante del lanzador hace su último apoyo antes del golpeo, y del momento en que el lanzador golpea el balón. No âmbito da metodologia observacional, foi realizada uma análise da interação entre os cobradores e os guarda-redes, em penalidades cobradas em competições internacionais de seleções nacionais, o que permite ao guarda-redes obter informações relevantes sobre a zona da meta para a qual o pontapé vai ser dirigido a partir das informações extraídas em diferentes momentos do tiro. O registo e a codificação dos dados foram efectuados com recurso ao software LINCE. O registo, a partir do instrumento de observação, baseia-se em quatro quadros críticos e possíveis quadros condicionais. A fiabilidade dos registos foi garantida através da concordância intra-observador e inter-observador, utilizando o coeficiente Kappa de Cohen. Foi realizada uma análise sequencial, facilitada pela estrutura diacrónica do registo. Como resultado dos resultados desta análise, concluímos com uma série de orientações relevantes que podem ser utilizadas pelos treinadores de guarda-redes para ajudar os seus guarda-redes a enfrentar um penalti, considerando a informação do contexto do penalti, o momento em que o rematador inicia a sua aproximação à bola, a interação entre o rematador e o guarda-redes, o momento em que a perna não dominante do rematador faz o seu último apoio antes do remate, e o momento em que o rematador bate a bola.