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Sports Coaches, Instructors and Officials coach, train and instruct participants in sports, and officiate at sporting events.
Trains and instructs recreational or commercial open water divers in diving techniques, safety and the correct use of diving equipment. Registration or licensing is required.
Specialisations: Dive Master, Scuba Instructor, Snorkelling Instructor, Surface Supply Breathing Apparatus (SSBA) Instructor
Coaches gymnastics. Registration or licensing is required.
Specialisations: Callisthenics Instructor, Rhythmic Gymnastics Coach
Coaches horse riding. Registration or licensing is required.
Specialisations: Dressage Instructor, Polo Coach, Show Jumping Instructor
Coaches snow skiing, snowboarding or other snowsports. Registration or licensing is required.
Specialisations: Skiing Instructor, Snowboarding Instructor
Coaches swimming. Registration or licensing is required.
Specialisations: Diving Coach, Learn to Swim Instructor
Coaches tennis. Registration or licensing is required.
Coaches other sports. Registration or licensing may be required.
Specialisations: Basketball Coach, Cricket Coach, Football Coach, Martial Arts Instructor, Sports Trainer, Windsurfing Instructor
Coordinates and directs horse or dog racing activities, and liaises with other officials to interpret and enforce racing rules and regulations. Registration or licensing is required.
Specialisations: Handicapper (Racing)
Promotes sports and skills development, and oversees the participation of young people and other special groups in sport. Registration or licensing is required.
Officiates at sporting events, such as netball, hockey, football, basketball, cricket, boxing and wrestling matches, by interpreting and enforcing match rules. Registration or licensing is required.
Specialisations: Linesperson (Sport)
Coordinates and directs sporting activities, and liaises with other officials to interpret and enforce sporting rules and regulations. Registration or licensing may be required.
Specialisations: Timekeeper (Sports)
Earnings are for full-time workers before tax, excluding superannuation. Earnings are a guide only and can vary greatly.
Likely change in the number of jobs over the next 5 years, based on the Department of Jobs and Small Business projections.
Skill Level is the education or training usually needed to do well in this job. Relevant experience is sometimes viewed just as highly.
Employment Size is the number of people who work in this job in Australia.
An above average unemployment rate shows people who do this job are more likely to be out of work than people who do other jobs.
Full-time workers usually work 35 hours or more a week (in all their jobs combined).
This is a large occupation employing 40,600 workers. The number of workers has grown strongly over the past 5 years. Over the next 5 years (to May 2022) the number of workers is expected to grow very strongly to 51,000. Around 31,000 job openings are likely over this time from workers leaving and new jobs being created (a large number for an occupation of this size).
Most occupations in this group require a Certificate III including at least 2 years of on-the-job training, or a Certificate IV, or at least 3 years of relevant experience. Sometimes experience or on-the-job training is needed in addition to a qualification. Sports Development Officers usually need an Associate Degree, Advanced Diploma or Diploma, or at least 3 years of relevant experience. Around one in three workers have Year 12 as their highest education level. Registration or licensing is required for most of these occupations.
If you are interested in this style of work, there are a wide range of training options available that could lead to this or a similar job. The pathway that is right for you will depend on your skills and interests.
It is a good idea to speak to industry bodies, employers, and workers to learn more about the skills and qualifications you will need.
Employers look for Sports Coaches, Instructors and Officials who are reliable, caring, compassionate and empathetic, with the ability to provide good customer service.
The topics, subjects, or knowledge areas workers rate as most important are shown below.
Teaching and course design.
Customer and personal services. This includes understanding customer needs, providing good quality service, and measuring customer satisfaction.
English language including the meaning and spelling of words, rules of composition, and grammar.
Human behaviour and performance; differences in ability, personality, and interests; learning and motivation; research methods; and the assessment and treatment of behavioural and affective disorders.
Planning and coordination of people and resources.
Skills can be improved through training or experience. The skills workers rate as most important are shown below.
Teaching people how to do something.
Talking to others.
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Keeping track of how well people and/or groups are doing in order to make improvements.
Figuring out the pros and cons of different options and choosing the best one.
The physical and social abilities workers rate as the most important are shown below.
Communicate by speaking.
Speak clearly so others can understand you.
Use rules to solve problems.
Listen to and understand what people say.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.The importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 27-2022.00 - Coaches and Scouts.
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
The work activities workers rate as most important are shown below.
Doing things that use of your arms and legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
Identifying the developmental needs of others and coaching, mentoring, or helping others to improve.
Identifying the educational needs of others, developing training programs or classes, and teaching or instructing others.
Using information to work out the best solution and solve problems.
Comparing objects, actions, or events, looking for differences between them or changes over time.
The physical and social demands workers face most often are shown below.
How much do you have contact with people (face-to-face, by telephone, or any other way)?
How important is it to work with others in a group or team?
How often do you talk on the telephone?
How often do you talk with people face-to-face?
To what extent does this job require the worker to compete or to be aware of competitive pressures?
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Working with people. Helping or providing service to others.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Practical, hands-on work. Often with plants, animals, and materials like wood, tools, and machinery.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.