IELTS Writing Task 2: The role of sports in child development – Band 6-9

Introduction

Sports is a frequent and fruitful topic in IELTS Writing Task 2 because it connects education, health, and socialization. Examiners use it to test whether you can evaluate competing values (competition vs cooperation), discuss the role of schools, and weigh short-term risks against long-term benefits. In this guide, you will learn how to tackle this topic confidently: three complete model essays at Band 5-6, 6.5-7, and 8-9; scoring analysis using official criteria; high-impact vocabulary and grammar patterns; and a step-by-step writing checklist.

Verified past questions on this theme include:

• Reported by IELTS-Blog: “Some people think that competitive sports are good for children’s development. Others believe that such sports can be harmful. Discuss both views and give your own opinion.”
• Featured in IELTS Liz’s topic list (Education/Sport): “Some people think children should play team sports at school while others believe individual sports are better. Discuss both views and give your own opinion.”
• Seen in British Council preparation materials: “Children are often encouraged to compete through sports; however, some believe cooperation should be prioritised. Discuss both views and give your own opinion.”

For readers who want to understand the school environment behind this topic, you can explore an overview of The role of schools in promoting sports.

1. Question & Analysis

Some people believe competitive sports are essential for children’s development, while others argue that non-competitive physical activities are better. Discuss both views and give your own opinion.

• Question type: Discussion + Opinion. You must compare both sides and state a clear position.
• Requirements:
  • Explain benefits/risks of competitive sports for children (character building, resilience, pressure, injuries).
  • Evaluate non-competitive activities (lifelong fitness, inclusion, reduced anxiety).
  • Give your opinion and justify it with clear reasons and examples.
• Key terms:
  • “Competitive sports”: organised games with scoring, winners/losers, leagues, tournaments.
  • “Non-competitive physical activities”: PE lessons, dance, yoga, hiking, skill drills without ranking.
  • “Child development”: physical health, social skills, emotional regulation, character, values, and cognitive benefits.
• Common pitfalls:
  • Confusing “non-competitive” with “no goals.” (They still build skills.)
  • Overgeneralising: assuming all competition is toxic or all non-competitive activities are ineffective.
  • Missing balance: failing to analyse both views before giving an opinion.
• Strategic approach:
  1. Define both sides with concrete examples from school contexts (team tryouts vs PE circuits).
  2. Use topic-specific vocabulary (resilience, sportsmanship, intrinsic motivation).
  3. Present a nuanced opinion (e.g., age-appropriate competition with safeguards).

To broaden perspective on cooperative benefits within sport settings, a detailed example is available in The benefits of team sports participation.

2. Band 8-9 Sample Essay

Band 8-9 essays present a precise position, fully developed arguments, and flexible language. Note the use of cause-effect logic, nuanced evaluation, and controlled concessions.

Essay (298 words)
In debates about the role of sports in child development, competitive games are often praised for building grit, while non-competitive activities are promoted for inclusivity and lifelong fitness. This essay argues that both have a place, but that age-appropriate and well-coached competition is essential to cultivate resilience and social maturity.

Proponents of competition claim that it simulates real-world stakes, teaching children to set goals, manage emotions, and handle loss gracefully. When coaches frame defeats as feedback rather than failure, tournaments become laboratories of growth. Team sports, in particular, require youngsters to coordinate roles, negotiate conflict, and respect rules—the same competencies valued in classrooms and workplaces. Moreover, the clear metrics of a scoreboard can heighten focus and effort, turning abstract virtues like perseverance into actionable routines.

By contrast, non-competitive activities often prioritise psychological safety and access. For children who are shy, late-developing, or new to exercise, dance, yoga, or skill circuits create low-pressure pathways to movement. These options broaden participation and can inculcate intrinsic motivation, because progress is measured against one’s own baseline rather than against peers. Such activities also reduce the risk of toxic rivalry and parental overinvestment, problems that can distort a child’s self-worth.

In my view, the strongest approach blends both modes across developmental stages. In early primary years, an emphasis on games-based learning and non-competitive skill-building makes sense; by upper primary and lower secondary, scaffolded competition—limited seasons, rotation of positions, and coach education on safeguarding—should be introduced. This graduated model preserves inclusion while ensuring that children learn to strive ethically, cope with setbacks, and collaborate under pressure. Properly designed, competitive sport does not eclipse well-being; it amplifies character.

Band Score Analysis

Criteria	Band	Justification
Task Response	8.5	Fully addresses both views and presents a clear, nuanced opinion. Specific recommendations (staged model) strengthen development.
Coherence & Cohesion	8	Logical progression with clear topic sentences and controlled referencing. Cohesive devices are varied and natural.
Lexical Resource	8.5	Wide range: “psychological safety,” “scaffolded competition,” “intrinsic motivation,” used accurately with strong collocation.
Grammatical Range & Accuracy	8	Flexible complex structures, minimal errors, effective subordination and parallelism.

Why it excels (specifics)

• Clear thesis with a two-phase recommendation.
• Balanced development: concrete mechanisms (coach education, rotation of positions).
• Topic lexis used precisely (sportsmanship, rivalry, metrics).
• Cohesive topic sentences that signpost both views.
• Advanced structures: concessive clauses and non-defining relatives.
• Academic tone without overcomplication.

For a related education angle—how schools shape participation and values—compare the discussion here with The role of schools in promoting fitness.

Band 9 essay structure on sports in child development

3. Band 6.5-7 Sample Essay

Band 6.5-7 writing is generally clear, relevant, and logically organised, though it may have occasional lapses in precision, repetition, or control of complex grammar.

Essay (268 words)
Many parents and teachers debate whether competition or non-competitive activities help children more. I believe both are useful, but competition should be introduced gradually and responsibly.

On the one hand, competitive sports push children to try harder. When there is a real match, students concentrate more and learn self-discipline because they want to perform well for the team. They also learn sportsmanship, for example shaking hands after losing. However, competition can also create stress. Some children feel embarrassed if they make a mistake, and sometimes aggressive parents or coaches focus only on winning. If adults do not control this, competition may harm confidence.

On the other hand, non-competitive activities allow wider participation. A PE class that focuses on skill practice or dance helps shy students or beginners enjoy movement without fear of failure. This encourages long-term habits because students compare themselves to their past performance, not to other people. Even so, if children never face a challenge, they may not develop resilience or the ability to handle pressure later.

In my opinion, schools should combine both. In early years, children can build basic skills and positive attitudes through cooperative games. Later, light competition with clear rules and supportive coaching can teach goal-setting and emotional control. This combination not only improves health but also builds character.

Band Score Analysis

Criteria	Band	Justification
Task Response	7	Addresses all parts with a clear position and relevant examples; some argumentation could be more specific.
Coherence & Cohesion	7	Logical paragraphs and appropriate linking; some repetition and simple sequencing.
Lexical Resource	7	Adequate range with topic words; occasional generic vocabulary and limited collocation variety.
Grammatical Range & Accuracy	6.5	Mix of complex and simple sentences; minor errors and limited sophistication in complex structures.

Direct comparison with Band 8-9

• Precision: Band 8-9 uses “scaffolded competition” vs Band 7’s “light competition.”
• Mechanisms: Band 8-9 specifies “rotation of positions,” Band 7 says “supportive coaching.”
• Cohesion: Band 8-9 employs nuanced concessives; Band 7 repeats “on the one hand/on the other hand.”
• Lexis: Band 8-9 uses “intrinsic motivation,” Band 7 uses “long-term habits.”
• Argument depth: Band 8-9 links to real-world competencies; Band 7 states benefits more generally.

For readers expanding to non-sport arts with similar developmental logic, see how motivation and discipline are discussed in The role of music in education.

4. Band 5-6 Sample Essay

Band 5-6 essays are understandable but may be repetitive, partially developed, and show grammar/word choice errors. Below, errors are highlighted.

Essay (258 words)
Some people say children need competition in sport, but other people think non-competitive exercise is better. I think both are important, but schools must be careful.

Competitive sport can help kids try their best. When there is a game, students focus more and learn to practice regularly. Also they learn to respect rules. However, many pressures is possible. If a child loses a match, he or she might feel ashamed and give up easily. Sometimes parents shout to childrens and coaches are too stricted, which make the students feel bad about sport.

Non-competitive activities are good for every childs, especially beginners. In PE class, students can do dancing or running without be compare to others. This reduce anxiety and keep they motivation to exercise. But if there is no any challenge, then children maybe become lazy and not ready for future tests.

In my opinion, schools should mix both. Younger students can do games without scores, and older students can have competitions carefully designed. Teachers should explain how to lose and win politely and make sure practice is safe. With this plan, students will be healthy and also learn life lessons.

Band Score Analysis

Criteria	Band	Justification
Task Response	6	Addresses the question with a clear stance; ideas are basic and sometimes repetitive.
Coherence & Cohesion	6	Logical overall, but limited referencing and some abrupt sentence-level links.
Lexical Resource	5.5	Simple vocabulary with errors in word form and collocation (“pressures is,” “too stricted”).
Grammatical Range & Accuracy	5.5	Frequent errors with agreement, articles, and verb forms; some complex attempts but inconsistent control.

Error analysis and corrections

Mistake	Correction	Explanation
many pressures is	much pressure is / there is a lot of pressure	Uncountable noun; subject-verb agreement
ashamed and give up easily	ashamed and may give up easily	Modal to show possibility
shout to childrens	shout at children	Preposition; plural form of “child”
are too stricted	are too strict	Incorrect past participle; adjective form
make the students feel bad	makes students feel bad	Agreement; omit article where not needed
every childs	every child / all children	“Every” + singular; or use plural with “all”
be compare	be compared	Passive past participle
This reduce	This reduces	Subject-verb agreement
they motivation	their motivation	Possessive pronoun
no any	no / any	Avoid double negative/duplication
children maybe become	children may become	Modal verb + base form
competitions carefully designed	carefully designed competitions	Adjective order and natural phrasing

How to improve from Band 6 to 7

• Upgrade vocabulary: replace “feel bad” with “lose confidence,” “strict” with “overly punitive.”
• Strengthen development: add specific school examples (e.g., rotating roles to reduce pressure).
• Improve grammar accuracy: focus on articles, agreement, and passive forms in review cycles.
• Vary cohesion: use concessive linkers (although, whereas) and reference (this, such an approach).
• Proofread once for grammar, once for vocabulary collocation.

If you want to connect this to health outcomes and parental choices, it is helpful to review the broader context of the importance of physical fitness for children.

5. Essential Vocabulary

Word/Phrase	Type	Pronunciation	Definition	Example	Collocations
resilience	noun	/rɪˈzɪliəns/	ability to recover from difficulty	Sport builds resilience after losses.	build/develop/resilience to stress
sportsmanship	noun	/ˈspɔːrtsmənʃɪp/	fair and respectful behaviour in sport	Good sportsmanship includes congratulating opponents.	display/teach/poor sportsmanship
intrinsic motivation	noun phrase	/ɪnˈtrɪnzɪk ˌmoʊtɪˈveɪʃn/	drive that comes from within	Non-competitive classes foster intrinsic motivation.	foster/undermine/intrinsic motivation
toxic rivalry	noun phrase	/ˈtɒksɪk ˈraɪvəlri/	harmful, hostile competition	Adults must prevent toxic rivalry in youth leagues.	prevent/avoid/escalate toxic rivalry
scaffolding	noun	/ˈskæfəʊldɪŋ/	structured support that is gradually removed	Coaches provide scaffolding for new skills.	instructional/skill scaffolding
psychological safety	noun phrase	/ˌsaɪkəˈlɒdʒɪkəl ˈseɪfti/	feeling safe to take risks without fear	PE can offer psychological safety for shy students.	ensure/create/lack psychological safety
goal-setting	noun	/ˈgoʊl ˌsɛtɪŋ/	planning targets to achieve	Competition promotes goal-setting habits.	strategic/effective goal-setting
cooperative learning	noun phrase	/koʊˈɒpərətɪv ˈlɜːrnɪŋ/	learning through group work	Team drills support cooperative learning.	promote/encourage cooperative learning
lifelong fitness	noun phrase	/ˈlaɪfˌlɔːŋ ˈfɪtnəs/	sustained physical activity across life	Non-competitive PE encourages lifelong fitness.	promote/commit to lifelong fitness
performance anxiety	noun phrase	/pərˈfɔːrməns ænˈzaɪəti/	stress about performing in public	Some children experience performance anxiety in finals.	reduce/manage performance anxiety
whereas	conjunction	/weərˈæz/	contrast between two facts	Team sports require coordination, whereas solo sports build self-reliance.	whereas + clause
notwithstanding	preposition	/ˌnɒtwɪðˈstændɪŋ/	in spite of	Notwithstanding the risks, competition can teach resilience.	notwithstanding + noun/phrase
to cultivate	verb	/ˈkʌltɪveɪt/	to develop a quality	Coaches cultivate discipline through routine.	cultivate habits/discipline/skills
metrics	noun (pl.)	/ˈmɛtrɪks/	measures of performance	Clear metrics motivate sustained practice.	performance/assessment metrics
inclusive	adjective	/ɪnˈkluːsɪv/	open to everyone	Non-competitive games are more inclusive.	inclusive program/policy/practice

6. High-Scoring Sentence Structures

1. Complex subordination (Although/While/Whereas)

• Formula: Although/While + clause, main clause.
• Example: “Although non-competitive classes enhance access, age-appropriate and well-coached competition is essential to build resilience.”
• Why it scores well: Balances contrast concisely; shows flexible control.
• Additional examples:
  • While early exposure should be playful, standards can rise in adolescence.
  • Although results matter to teenagers, effort should remain the core metric.
• Common mistakes: Fragmenting the subordinate clause; comma misuse.

2. Non-defining relative clauses

• Formula: Noun, which/who + clause, main clause.
• Example: “Team sports, which require youngsters to coordinate roles, mirror workplace dynamics.”
• Why: Adds precise detail without breaking flow.
• Additional examples:
  • Yoga, which emphasises breathing, reduces anxiety.
  • League seasons, which are short, prevent burnout.
• Mistakes: Using “that” in non-defining clauses; forgetting commas.

3. Participle phrases

• Formula: -ing/-ed phrase, main clause.
• Example: “Framing defeats as feedback, coaches transform losses into learning.”
• Why: Compresses cause-effect elegantly.
• Additional examples:
  • Rotating positions, teachers keep competition fair.
  • Designed poorly, tournaments can damage confidence.
• Mistakes: Dangling modifiers; unclear subject.

4. Cleft sentences (It is/What… is…)

• Formula: It is + focus + that + clause / What + clause + is + focus.
• Example: “What distinguishes effective programmes is a blend of inclusion and challenge.”
• Why: Highlights key point for emphasis.
• Additional examples:
  • It is emotional control that many children lack.
  • What children need first is psychological safety.
• Mistakes: Overuse; incorrect tense agreement.

5. Advanced conditionals (mixed/third)

• Formula: If + past perfect, would + base; If + past simple, would + base.
• Example: “If schools had prioritised coach education earlier, fewer children would have quit teams.”
• Why: Shows temporal nuance and cause-effect.
• Additional examples:
  • If parents were less outcome-focused, rivalry would be healthier.
  • If tournaments were shorter, burnout might drop.
• Mistakes: Tense consistency; comma placement.

6. Inversion for emphasis

• Formula: Only when/Not until + clause + auxiliary + subject + verb.
• Example: “Only when competition is scaffolded do children learn to strive without fear.”
• Why: Advanced emphasis; strong academic tone.
• Additional examples:
  • Not until rules are clear do teams function well.
  • Rarely do young players improve without feedback.
• Mistakes: Forgetting auxiliary inversion; forcing it in every paragraph.

7. Self-Assessment Checklist

Before writing

• Identify question type (opinion/discussion/problem-solution).
• Brainstorm both sides with 2 concrete school-based examples each.
• Decide your stance and outline: 2 body paragraphs + specific mechanisms.

While writing

• Topic sentences must reflect the task (competition vs non-competitive).
• Support with mechanisms: coach training, rotation, short seasons, feedback culture.
• Use precise lexis and 2-3 advanced structures naturally.

After writing

• Check Task Response: Did you evaluate both views and state your opinion?
• Trim repetition; vary linkers (whereas, although, consequently).
• Proofread for agreement, articles, and passive forms.

Time management tips

• 3 min analyse, 5 min plan, 25 min write, 5-6 min edit.
• If stuck, write the example first, then build the paragraph around it.

For readers exploring how school policy meets real-world practice, there is useful overlap with The benefits of team sports participation discussed earlier in this article.

Conclusion

The role of sports in child development is a high-frequency IELTS topic because it tests whether you can balance values: inclusion and challenge, safety and ambition. To reach higher bands, present a clear position, analyse both sides with specific school-based mechanisms, and demonstrate control of advanced grammar and topic vocabulary. A realistic improvement timeline is 6–10 weeks of weekly practice: write one timed essay per week, review with checklists, and rewrite once with better development and cohesion. As you refine, try the staged model from the Band 8-9 essay and adapt it to other prompts. Practice writing your own response to today’s question and share it with a study partner for feedback. If you want more context on the school environment and health outcomes, consider how policy shapes culture by revisiting The role of schools in promoting sports and the broader importance of physical fitness for children. Then, return to IELTS Writing Task 2 and aim for consistent, confident execution.