Classification of Coaching as an Extra Curricular Activity?

[Wilted]

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Hey yall. This is my first post on the forums so I'm excited to contribute to discussions over the next few years. I got a gig this summer where I volunteer to coach volleyball with inner city children in my area. I was wondering what activity this could be categorized under? Hoping it can fall under non-clinical volunteering since I am lacking in that area.

 

[ecobio]

I would categorize it as nonclinical volunteering! Look out for opportunities like food banks, homeless shelters, etc too to continue to bolster your service orientation.

 

[Mr.Smile12]

It is non-clinical volunteering, but I presume coaching volleyball is an extension of your own enjoyment of volleyball as a hobby. It's not service orientation, and you need at least 150 hours of service orientation to avoid getting screened out at most schools.

 

[Wilted]

It is non-clinical volunteering, but I presume coaching volleyball is an extension of your own enjoyment of volleyball as a hobby. It's not service orientation, and you need at least 150 hours of service orientation to avoid getting screened out at most schools.

You are correct about it being an extension of a hobby. I'll be on the lookout for some actual service orientation type places too. Thank you Mr. Smile

 

[eigen]

It is non-clinical volunteering, but I presume coaching volleyball is an extension of your own enjoyment of volleyball as a hobby. It's not service orientation, and you need at least 150 hours of service orientation to avoid getting screened out at most schools.

I would say that I think some of this depends where you're doing it.

Tutoring in general: not a good marker of service orientation.

Tutoring for programs working with underfunded schools or (for example) prison programs? That's going to showcase something different.

I would think the same applies for coaching: it depends how much of what you're doing is coaching volleyball, and how much of what you're doing is providing needed care to K-12 age kids who need it and are different from yourself.

 

[Wilted]

I would say that I think some of this depends where you're doing it.

Tutoring in general: not a good marker of service orientation.

Tutoring for programs working with underfunded schools or (for example) prison programs? That's going to showcase something different.

I would think the same applies for coaching: it depends how much of what you're doing is coaching volleyball, and how much of what you're doing is providing needed care to K-12 age kids who need it and are different from yourself.

These kids are from a very poor and underfunded area of my city and would not have the opportunity to play and practice sports otherwise. It is worth noting that this organization is mainly religious in nature. I could have coached at a very renowned local club team where players earn college scholarships every year, but I figured I had a chance to actually serve the community around me with this organization. I believe that this goes a little deeper than just coaching volleyball but maybe some other people have a different thought process towards activities like these.

 

[eigen]

As with most things, your narrative (why you did something, what you learned from it) is crucial to get across and is very important to how the activity is perceived. You can have a thousand hours volunteering at a soup kitchen, but if you weren't thoughtful about it, didn't learn anything, and just did it because someone on SDN told you to volunteer at a soup kitchen, it's not going to be as impactful. For everything, make sure your description conveys not just what you did (hours/responsibilities) but also the impact you had and the qualities you demonstrated. Especially for MMEs and in your personal statement, you want to also convey how you learned and grew from the experience.

 

[Mr.Smile12]

I will agree with my colleague, but I separate your actions from the beneficiaries. If many of your activities benefit underrepresented individuals from an informed perspective, I'll credit that part of the rubric (does this person feel comfortable working with marginalized communities: if so, which ones: incarcerated/formerly, refugee/asylee/immigrant, gender dysphoric, historically underserved, disability, etc.). However, your actions/activities must include service orientation (food distribution, shelter volunteer, job/tax preparation, legal support, transportation services, or housing rehabilitation). Your narrative and descriptions should highlight both.

 

[Wilted]

I will agree with my colleague, but I separate your actions from the beneficiaries. If many of your activities benefit underrepresented individuals from an informed perspective, I'll credit that part of the rubric (does this person feel comfortable working with marginalized communities: if so, which ones: incarcerated/formerly, refugee/asylee/immigrant, gender dysphoric, historically underserved, disability, etc.). However, your actions/activities must include service orientation (food distribution, shelter volunteer, job/tax preparation, legal support, transportation services, or housing rehabilitation). Your narrative and descriptions should highlight both.

I think I understand what you're saying. So this coaching activity is notable because of it being an extension of a hobby and I'm working with the underserved, but more work is needed with actual non clinical service orientation organizations (soup kitchen, homeless shelter, housing rehabilitation, etc.)? I also understand the narrative aspect and I will need to convey what I learned and how I affected the people I worked with (my players).