PSIII Profession Inquiry Project Proposal

Carleigh Jackson - 001221304

University of Lethbridge

Faculty of Education

November 2, 2023
Inquiry Question

Coaching and volunteering often serve, to some degree, as unofficial requirements for

educators. In other words, coaching basketball, running drama club, mixing batter for a pancake

breakfast, or volunteering at the concession during a school event are not necessarily

mandatory for teachers, especially because these opportunities often fall outside of normal

contract hours, however, educators are often expected to take on these roles and support their

school community whenever and wherever possible. This is one of the many reasons that

pursuing a career in education can prove exceptionally taxing and sometimes thankless. On the

other hand, all of these examples also serve as remarkable opportunities for educators to build

powerful and momentous relationships with students, especially with the ones they teach on a

daily basis. The purpose of this inquiry project is to explore the interrelatedness of coaching an

extracurricular sport and its influence on classroom climate. The inquiry question is as follows:

To what extent can the involvement in extracurricular activities, such as coaching, positively

contribute to classroom climate?

Inquiry Process

The inquiry process for this project will be based in action research where professional

literature searches will be conducted and direct action will take place. The literature review

will serve to conceptualize the common themes found between teacher-coaches and their

influence on student success within the classroom, alongside a thorough understanding of

classroom climate and culture and how both of these components can be strengthened

through positive relationship building with students. The action portion of this process will

come from my own personal involvement in coaching volleyball throughout the first few

months of my practicum semester and observing possible dynamic changes within my

classroom as a result.
Resources

This project will require extensive professional literature searches, consultation and guidance

from my University Consultant, Teaching Mentor, and head coach of the team. Literature

resources, thus far:

Barr, JJ (2016). Developing a Positive Classroom Climate. IDEA Paper #61.

Camiré, M. (2015). Examining High School Teacher-Coaches’ Perspective on Relationship

Building With Student-Athletes. International Sport Coaching Journal, 2(2), 125-136.

https://doi.org/10.1123/iscj.2014-0098

Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How

learning works : Eight research-based principles for smart teaching. John Wiley &

Sons, Incorporated.

Shaffer, M. L. (2019). Impacting student motivation: Reasons for not eliminating

extracurricular activities. Journal of Physical Education, Recreation & Dance, 90(7),

8-14. https://doi.org/10.1080/07303084.2019.1637308

Measures and Timeline

To assess the progress of this inquiry, I will be taking note of changes I observe related to

classroom climate and culture as well as student success once the season starts, once it is

halfway through, and once it is complete. This inquiry project will take place during the entirety

of my third practicum semester, however, it will be mainly focused on September to November

as that is the typical length of the volleyball season. With that being said, I am also interested to

know if the potential results will regress as the season comes to an end, or if the results will be

lasting based on the connections formed with student-athletes.

Anticipated Impact

The anticipated and intended impact of this inquiry project is to form deeper interpersonal

connections with students as a result of spending extended amounts of time with them. I am
hopeful that this opportunity will contribute positively to student learning, success, and

motivation in the classroom setting as the majority of these athletes are students that I teach on

a daily basis. In addition, I am optimistic that this inquiry project will enhance and strengthen the

appreciation around what it means to be a teacher-coach, the fact that it can be extremely

fulfilling, and also the ways in which it does directly benefit the students we already teach daily.