Some people say that we should not encourage sports games among schools because they lead to competition rather than cooperation. To what extent do you agree or disagree?

competitions are not scarcely seen in almost all schools for the time being. While the rivalry
that is
believed to induce cooperation is advocated, opponents claim that they merely result in fierce competition among students. From my perspectives, I do believe the significant importance of
games in building up positive competition as well as
work skills. On the one hand, regardless of tensity levels of games, hostility between rivals is hardly witnessed at all. The main purpose of contests is to seek out the champion, which is a key driving factor to the ruthless performances of students.
, the students are understandably forced to fight with their best efforts to achieve the accomplishments.
, after cut-throat games, players are practically seen with hugs, handshakes and promising talks of upcoming matches. The existence of anger
has been
just few and far between
friendly games.
On the other hand
games are
beneficial to students' competitiveness and cooperation.
, it should be taken the positivity of competition into account based on the merits of motivation formation, which is well-assessed
to driving
to drive
students to
and triumphs. The victorious target would be likely to kick players beyond their safe territories. Not only games but
their academic learnings are the beneficiaries of
, a victory of
as football, basketball and volleyball requires strict collaboration among
members. Without a stern commitment of only a member to informed tactics, the
is likely to lose.
games apparently offer great opportunities for students' teamwork development. In conclusion, I utterly approve of
games among schools due to their benefits of competitiveness improvement as well as collaborative practices, notwithstanding infrequent ferocious attitudes. More importantly, the success of inter-school
contests is subject to well-prepared organization boards of schools.

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    • Sentence 1 - Background statement
    • Sentence 2 - Detailed background statement
    • Sentence 3 - Thesis
    • Sentence 4 - Outline sentence
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    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 3 - Second supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
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    • Sentence 1 - Summary
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