More Than a Game: How My Goals Shifted, Not My Why

Module 4: Goal Reflection

This reflection was written as part of Module 4 of my Capstone Portfolio course, where the focus is on revisiting the goals I had for my master’s program when I first applied and reflecting on how those goals have progressed or changed over time. At the beginning of this program, I entered with a specific vision of how I wanted to grow as an educator and coach, particularly in how I designed learning experiences and supported others. Since then, my academic coursework, coaching experiences, and personal growth have shaped and refined those goals in ways I did not fully anticipate. This reflection highlights my original program goals, the progress I have made toward them, and how my goals have evolved as I have continued to develop as a volleyball coach, educator, and leader.

When I applied to this master’s program, my goals were clear and honestly pretty simple. I wanted to become a better educator by learning how to use technology in more intentional ways, improve how I communicate ideas to others, and gain confidence designing learning experiences rather than just delivering information. At the time, I was thinking about these goals mostly through the lens of coaching volleyball and supporting athletes. I knew I loved teaching, but I wanted better tools to do it well.

Early in the program, my main goal was learning how to design instruction, not just run practices or meetings. I wanted to understand how people learn, how to structure information so it actually sticks, and how technology could support learning instead of distracting from it. This showed up quickly in my coursework, especially when I started thinking about planning with more intention, setting outcomes first, then building backward. That mindset directly transferred to how I planned practices, camps, and training sessions in volleyball. I became more purposeful with drills, feedback, and how I used video, visuals, and digital tools to support athletes.

As I moved through the program, I made solid progress on these original goals. I became more confident using technology to communicate ideas, reflect on learning, and showcase work. More importantly, I learned how to think critically about why I was using a tool instead of using it just because it was available. This helped me as a coach when using video breakdowns, shared documents, online scheduling tools, and even social media for communication. I stopped thinking of technology as “extra” and started seeing it as part of good instruction.

Over time, though, my goals expanded. While my original goals didn’t disappear, they evolved. Coaching volleyball made me realize that learning doesn’t only happen in classrooms or formal lessons. It happens in gyms, in conversations, in mistakes, and in pressure moments. My focus shifted toward designing learning environments, whether for athletes, parents, or other coaches, that allow people to grow, adapt, and feel supported. I also became more interested in leadership, reflection, and creating systems that help people do their best work together.

Another shift in my goals came from lived experience. Coaching at a high level showed me the importance of mental health, balance, and sustainable leadership. My goals became less about being “perfect” and more about being effective, supportive, and human. This program helped me realize that strong educators and coaches don’t just deliver content, they build trust, relationships, and environments where learning can happen.

Looking back, my goals for this master’s program have changed in shape, but not in purpose. I still want to be an educator. I still want to help people learn, grow, and believe in themselves. What’s different now is how I approach that goal. This program has helped me grow from a coach who teaches volleyball skills into a coach and leader who designs meaningful learning experiences, on and off the court.