Learning to Play Fair: Examining Sportsmanship and Teamwork in an Elementary Classroom
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:45 AM
Abstract
This self study research is designed to examine how intentional instruction in sportsmanship influences collaboration and teamwork in an elementary classroom. In this study, sportsmanship is defined as respect for opponents and fairness in winning or losing (Merriam-Webster 2026). Existing research studies demonstrate that structured team-based learning environments can improve students’ motivation and peer interactions, and that strong social skills are linked to more effective team performance and collaboration (Gil-Arias et al., 2021; Weidmann & Deming, 2021). Building on these findings, this study investigates how intentionally teaching and modeling sportsmanship behaviors support collaborative learning in an elementary classroom. This research was conducted in an elementary classroom with 18 students, whose data was analyzed with consent. Over a ten week period, students participated in weekly mini- lessons and game-based learning activities designed to teach and reinforce sportsmanship behaviors such as encouragement, respectful communication, and appropriate responses to both success and failure. Data sources included field notes documenting student interactions, written student responses collected through exit prompts and pre-assessment data, as well as a post assessment. This study aims to contribute to understanding how character education practices, such as sportsmanship instruction, can be integrated into classroom instruction to support collaboration and teamwork in elementary learning environments.
Learning to Play Fair: Examining Sportsmanship and Teamwork in an Elementary Classroom
CNS Atrium
This self study research is designed to examine how intentional instruction in sportsmanship influences collaboration and teamwork in an elementary classroom. In this study, sportsmanship is defined as respect for opponents and fairness in winning or losing (Merriam-Webster 2026). Existing research studies demonstrate that structured team-based learning environments can improve students’ motivation and peer interactions, and that strong social skills are linked to more effective team performance and collaboration (Gil-Arias et al., 2021; Weidmann & Deming, 2021). Building on these findings, this study investigates how intentionally teaching and modeling sportsmanship behaviors support collaborative learning in an elementary classroom. This research was conducted in an elementary classroom with 18 students, whose data was analyzed with consent. Over a ten week period, students participated in weekly mini- lessons and game-based learning activities designed to teach and reinforce sportsmanship behaviors such as encouragement, respectful communication, and appropriate responses to both success and failure. Data sources included field notes documenting student interactions, written student responses collected through exit prompts and pre-assessment data, as well as a post assessment. This study aims to contribute to understanding how character education practices, such as sportsmanship instruction, can be integrated into classroom instruction to support collaboration and teamwork in elementary learning environments.