Enrichment Activities, For Coaches and Teachers, For Parents, Resources

Twisted Tournament Practice Problem

Creating a Mind Sprint is all about balance. There needs to be right amount of challenge for the student’s grade level. However, the activity also has to be 10 minutes or less, including listening to the instructions. Sometimes, Creative Director Alison comes up with a fun problem, but it just won’t work within the confines of a Mind Sprint. This happened while developing Round Robin 2, and the logic problem “Twisted Tournament” had to be swapped out for the “Gone Fishin’” Mind Sprint.

But we didn’t want to see a good problem get left behind, so we’ve prepared it for you as an enrichment to use at your next USAT practice. It is set up like a Mind Sprint with verbal instructions to be read by a coach or parent, but solving the problem itself will likely take 30 minutes rather than the regular 10. This problem can be tackled by a team or an individual, so if you don’t hold regular practices for your team, it can still be a fun way to keep our Triathletes’ brains working between Meets.

The PDF below includes the instructions, the answers, a sheet of clues, and the worksheet your students will need to complete their task.

Have fun!

Twisted Tournament Practice Problem

Enrichment Activities, For Coaches and Teachers, For Kids, For Parents, P.A.R.T.Y. in a Box

Help Your Team Get the Most out of P.A.R.T.Y. in a Box (Practice Materials Inside!)

Hello parents, teams, and coaches!

The USAT team hopes you had a great Round Robin 2 last week. After the first Meet of the season, we provided some reflection questions about Mind Sprints. This time, we’d like to challenge the students to think critically about P.A.R.T.Y. in a Box and how they could improve next time. So, if you are looking for something to do to enhance team-building at your next practice, here are a few prompts to get the students talking.

  • Describe P.A.R.T.Y. in a Box skits you’ve done before. Can you remember the theme, characters you created, or favorite part of the skit?
  • If you could change any of the rules about P.A.R.T.Y. in a Box, what would you change?
  • What skills are needed in order to do well in a P.A.R.T.Y. challenge? Is there anything you can do outside of USAT competitions to hone those skills?
  • Did any of the prompts remind you of books you read or movies you saw?
  • If you could create your own P.A.R.T.Y. in a Box prompt, what would it be? How would you want to score it?
    • DIVE DEEPER: Why not give it a try? Give your students 30 minutes to design a P.A.R.T.Y. in a Box prompt and scoring rubric. If they want to try acting it out, too, all the better! If you need an example of a scoring rubric, check out our sample PARTY in a Box: Butterfly Effect

Do you have anything you want the USAT staff to know about Round Robin 2? Leave us a comment or email us at sarah@usacademictraithlon.com.

Face-Off, For Hosts and Facilitators, Resources, Scoring

Face-Off Scoring and Special Cases

To continue with our series about the finer points of USAT scoring, this post is dedicated to the oral Face-Off! round and special cases that sometimes occur. We covered the way raw and ordinalized scoring for this event works in general in another post, but before anyone answers a single question, there are a few things that happen first.

Though some Mind Sprint challenges can easily be facilitated alone, Face-Off! needs two people for it to run smoothly. So, the facilitator/reader is assisted by a scorer/timer. Buzzer strips should be tested before each Meet starts, to make sure they’re working. (For what to do if there is no buzzer system, see below.) At the beginning of each Tri, the facilitator makes sure that the correct teams are competing by checking their team letters against the Meet schedule.

Next, the facilitator asks each team to identify a captain. Any team member may buzz in, but to keep things organized and easy to score, only one voice may answer. The team captain is in charge of giving a team’s official answer, or they may designate another team member by pointing at them before they answer. A team captain can designate a different person each question, if necessary. Only the first answer a team gives is considered; there is no such thing as multiple guesses.

Teams may have writing utensils and scratch paper out for this round, as well as their dictionaries. They gather around the buzzer system (also sometimes called “slap tapes”) so that everyone can reach. When all teams are ready, the challenge begins.

The facilitator reads the question, while the scorer/timer keeps an eye on who buzzes in and how long it takes. As soon as a team buzzes in, the scorer/timer signals the facilitator/reader to stop reading, even if they have not finished the question. (For what to do if the facilitator/reader misses the signal, or how to score Tris with only two teams, see Special Cases, below.)

The scorer/timer identifies which team is to answer, and they have 15 seconds to confer and give their answer.

  • If the 15 seconds ends and the captain or designee is still in the middle of giving their answer, they may finish, as long as they have begun an actual response rather than just saying “um,” etc.
  • If the 15 seconds ends and/or there is no correct answer given, but another team has also buzzed in, the scorer/timer identifies that team and they have 15 seconds to answer. The facilitator does not repeat the question.
  • If no other team has buzzed in, the facilitator repeats the question from the beginning for the remaining teams. As soon as the next team buzzes in, the facilitator stops reading again.
  • If the facilitator reads the question in full and no teams buzz in within 10 seconds, the scorer/timer calls “time.” The facilitator gives the answer and moves on to the next question.

An oral Face-Off! round ends when either all 40 questions have been answered, or when the time runs out, whichever comes first. If there is time remaining, a facilitator may ask the teams the alternate questions just for fun, but their answers do not count toward their raw score. Also, a facilitator could ask the teams to write their own Face-Off! questions and give them to the host/facilitator to read for parents and teams while the final scores are being calculated at the end of the Meet.

Special Cases

What can you do if there’s no buzzer system available?

If a buzzer system is not functioning or isn’t present at your Meet, you still may be able to use a computer to judge which team is first to answer. In some cases, multiple keyboards have been plugged in to the same monitor and each team is assigned a row of keys. The scorer/timer can have a Word document open and judge which team “buzzes in” first based on which letter appears first.

During power outages, creative facilitators have used everything from banging on empty apple cider jugs with rulers, to striking staplers as items that students use to “buzz in” to give Face-Off! answers. These methods are more subjective and tougher to score, but the bottom line is that the facilitator has the final say. As long as the scoring method is consistent across all teams, and the facilitator/reader and the scorer/timer are doing their best, that is the most that can be done in the case of a power outage.

What can you do if the reader makes a mistake?

If there is a buzzer system present, it usually makes a sound that will alert the reader to stop reading if a team buzzes in. However, it may be up to the scorer to alert the reader when a team has buzzed in during special cases. If the reader accidentally reads more of a question than they were supposed to, the question must be thrown out and replaced by an alternate question in the same category. The alternate questions are listed at the end of the regular questions.

When it comes to words that are difficult to pronounce, we provide a pronunciation guide in parentheses after the word. It may not be a technical phonetic pronunciation guide, but it will indicate where to put the emphasis of a word by using capital letters. For instance, you may see a question like: “What is agoraphobia (ah-GORE-ah-FOH-bee-ah) a fear of?” This indicates that the second and fourth syllables require emphasis for correct pronunciation. If our pronunciation guide isn’t clear, please double check online. There may also be differences between British English and American English pronunciations, such as the word “glacier.” In the UK, this word sounds like “glass-ee-er” and in the US, it is closer to “glay-sher.” Try to choose the American English pronunciation when possible because our teams are most likely to have heard that pronunciation before. The most important thing is to pronounce the word the same way each time a question is read.

Sometimes, readers may misinterpret the answer or disagree with what is on the answer sheet. When applicable, we try to include our reasoning in parentheses after any answer that may seem tricky. For math problems, we always include the equations. However, it is possible the the USAT writers made a mistake. If a facilitator/reader has an issue with a question or answer, they need to talk to the host/facilitator to resolve the issue before the Tri begins. In most cases, the answer can be checked against a reputable source or an alternate question can be substituted.

What do you do when only two teams compete in an oral Face-Off! Round?

Ideally, Meets have six or nine teams competing. However, we also try to respect travel time and expense for school districts, and may schedule Meets that have a different number of teams. The only event where this can make a difference is in the oral Face-Off! round. If a Tri has only two teams competing, proceed the same as you would in a three-team Tri.

However, this gives those teams an advantage because they only need to “out-buzz” one other opponent rather than two. To counteract this advantage, each team’s score should be multiplied by .67 (two-thirds) and rounded to the nearest whole number before being entered into the scoring spreadsheet and multiplied by 5. We do this because it gives all teams the opportunity to answer all of the same questions, but mathematically creates a “third team” to compete with.

For example, if only Team X and Team Y are competing, and Team X got 25 questions right, their score would be 25 x .67 = 16.75, rounded up to 17, and multiplied by 5 to get a raw oral Face-Off! score of 85. Though it is true that they answered 25 questions right, they also had a greater opportunity to answer all of the questions than teams competing in a three-team Tri. It may be possible that they would have gotten the same 25 questions right if they were in a three-team Tri, but there is no way of knowing that. Instead of speculating on what may have occurred, this process accounts for and eliminates the advantage we definitely know Team X had going into a two-team Tri.

Are there any special cases we missed? Have another question about how Face-Off! scoring works? Leave us a comment or contact Sarah@usacademictriathlon.com.

For Coaches and Teachers, For Hosts and Facilitators, Scoring

How to Calculate a Tie-Breaker

In our last post, we went into detail about how ordinalized scoring works. This system allows for ranking of teams relative to the performance of the other teams at their Meet, but it is still possible to end up with a tie. If this occurs during a Round Robin Meet, the tie stands and the Host/Facilitator may request additional ribbons as appropriate. However, during Regionals, only the first place team at each Meet can advance to the State Meet.

In the event of a tie at the Regional Meet, these are the steps to break a tie:

1 – In case of tied ordinal score rankings, the team with the highest combined raw score wins.

For example: The top two teams each have an ordinalized score of 250. Team X received this score by getting ordinalized score of 100 + 70 + 80 for P.A.R.T.Y., Mind Sprints, and Face-Off!; and Team Y received this score by getting 50 + 100 + 100 in the same order. However, if Team X received a total raw score of 175 and Team Y’s raw score was 170, Team X would receive first place and Team Y would receive second place.

2 – If still tied, the team that did the best in the most events wins.

For example: In the case of Teams X and Y above, let’s assume instead that they received the same raw score of 175. In this case, Team Y came in first in two events and Team X came in first in one. Team Y would receive first place and Team X would receive second place.

3 – In the highly unlikely case the teams are still tied, the Host/Facilitator flips a coin.

For Coaches and Teachers, For Parents, Resources, Scoring

Why We Don’t Give Zeroes

If you’ve ever judged a P.A.R.T.Y. in a Box event or taken a look at the scoring guidelines on a challenge, you may have noticed there is no such thing as a zero in the rubric. Why? Because for many people, performing in front of an audience is the scariest thing they could be asked to do.

When Americans rank their greatest fears, “public speaking” consistently comes in high on the list. Approximately one in four adults report this fear. Sure, it makes sense to break into a sweat when faced with a tiger, but when we stand in front of a group of our peers? At least a quarter of us would rather face the tiger. Glossophobia – the technical term for fear of speaking in front of others – can be mild or paralyzing, and can come into effect with an audience of one or one hundred. This means that it can be difficult to talk to teachers or employers later in life, or it can be hard to make ourselves understood by a friend or partner.

Luckily, the younger you start taking these kinds of risks and being rewarded for them, the better shot you have at escaping this phobia. By giving a minimum point value to our teams for simply taking the risk of being in front of a crowd at all, USAT encourages even shy kids to stand up and be heard. We think it’s so valuable, in fact, that we make it mandatory for all competing team members to be seen during the performance.

Even though the idea of rewarding participation has come under fire lately, there are certain types of endeavors and certain age groups that benefit from this kind of unconditional encouragement. Creativity in all forms requires risk-taking. USAT offers a competitive format in order to give our teams something to strive for and ways to set specific, achievable goals. But we also structure the scoring of the program in a way to encourage positive risk-taking activities and create an environment of acceptance to help build the confidence of our participants that will carry them forward in their education, careers, and relationships to come.