Sport Science Instructor; Grades 9

Position:
Sport Science Instructor (Grades 9–12)

Location:

Stow, Massachusetts — Masters Academy International

Start Date:

August 1, 2026

Full & Part Time positions available

Masters Academy International is New England’s only school that combines top-tier sports and academics to prepare future leaders who excel in athletics, academics, and life. At MAI, academics aren’t placed between training sessions—they are a vital part of developing an elite performer. We’ve created a curriculum that respects the demands of our athletes without sacrificing intellectual rigor. Students are challenged through engaging coursework, grounded in inquiry, which encourages healthy disagreement and debate and emphasizes quality over quantity.

MAI’s academic program aims to strike a balance between well-being and learning for our student‑athletes, helping them develop not only knowledge but also the skills necessary to succeed in a rapidly evolving world. Students are encouraged to take ownership of their education and nurture the critical and creative thinking skills required to understand and solve global challenges. As a result, our students graduate from MAI as critical thinkers, effective communicators, and confident learners prepared to excel in any field.

We are seeking educators and sport science professionals to design and teach courses that connect the science of human performance directly to the lived experiences of our student‑athletes. Drawing on expertise in areas such as biomechanics, exercise physiology, kinesiology, sports medicine, nutrition science, or the physics of sport, instructors will create engaging learning experiences that explore movement efficiency, energy systems, force production, injury prevention, recovery, and performance nutrition.

Our student‑athletes bring discipline, strong work ethic, and genuine curiosity about how their bodies function and how performance can be optimized; they are eager to learn from instructors who can translate research into practice, deepen their understanding of training and recovery, and build the analytical skills needed to evaluate performance strategies critically. We welcome both experienced educators and professionals from sport science fields who are passionate about guiding the next generation of student‑athletes toward excellence in both academics and athletics.

In this role, you will design courses that illuminate the scientific principles behind athletic performance, connecting theory directly to students’ training and competition experiences. You’ll use students’ own sports as living laboratories—analyzing movement, examining training adaptations, and investigating performance questions that matter to them personally. Through hands‑on investigations, experiments, and case studies, you will help students think like scientists and apply the scientific method.

Drawing on examples from elite and professional sport, you’ll bring concepts in physics, biology, chemistry, and human physiology to life. You will guide students through inquiry‑based projects in which they design studies, collect and analyze data, and communicate their findings, while providing thoughtful feedback that strengthens their analytical skills. As a mentor, you’ll offer one‑on‑one support that connects scientific understanding to their growth as athletes, leveraging technology and emerging research to deepen engagement.

Above all, you will cultivate a classroom culture grounded in curiosity, experimentation, and evidence‑based reasoning, and build strong partnerships with students and families to support each learner’s development.

You bring professional or academic expertise in sport science, kinesiology, biomechanics, exercise physiology, physics, nutrition science, or a related field, along with a passion for helping student‑athletes understand the science of performance in ways that feel accessible and personally meaningful. You view athletic training and competition as powerful contexts for teaching scientific thinking and inquiry, and you take ownership of your students’ success and well‑being.

You either understand—or are…