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Summary Report for:
27-2022.00 - Coaches and Scouts

Instruct or coach groups or individuals in the fundamentals of sports. Demonstrate techniques and methods of participation. May evaluate athletes' strengths and weaknesses as possible recruits or to improve the athletes' technique to prepare them for competition. Those required to hold teaching degrees should be reported in the appropriate teaching category.

Sample of reported job titles: Assistant Basketball Coach, Assistant Coach, Assistant Football Coach, Baseball Coach, Basketball Coach, Coach, Cross Country/Track and Field Coach, Director of Athletics, Football Coach, Volleyball Coach

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Tasks  |  Technology Skills  |  Tools Used  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Detailed Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings  |  Additional Information

Tasks

  • Provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games, competitive events, or tours.
  • Plan, organize, and conduct practice sessions.
  • Explain and enforce safety rules and regulations.
  • Plan and direct physical conditioning programs that will enable athletes to achieve maximum performance.
  • Instruct individuals or groups in sports rules, game strategies, and performance principles, such as specific ways of moving the body, hands, or feet, to achieve desired results.
  • Teach instructional courses and advise students.
  • Evaluate athletes' skills and review performance records to determine their fitness and potential in a particular area of athletics.
  • Monitor athletes' use of equipment to ensure safe and proper use.
  • Adjust coaching techniques, based on the strengths and weaknesses of athletes.
  • Keep abreast of changing rules, techniques, technologies, and philosophies relevant to their sport.
  • Develop and arrange competition schedules and programs.
  • Analyze the strengths and weaknesses of opposing teams to develop game strategies.
  • Contact the parents of players to provide information and answer questions.
  • Coordinate travel arrangements and travel with team to away contests.
  • Explain and demonstrate the use of sports and training equipment, such as trampolines or weights.
  • Arrange and conduct sports-related activities, such as training camps, skill-improvement courses, clinics, and pre-season try-outs.
  • Hire, supervise, and work with extended coaching staff.
  • Keep and review paper, computerized, and video records of athlete, team, and opposing team performance.
  • Counsel student athletes on academic, athletic, and personal issues.
  • Select, acquire, store, and issue equipment and other materials as necessary.
  • Perform activities that support a team or a specific sport, such as participating in community outreach activities, meeting with media representatives, and appearing at fundraising events.
  • Monitor the academic eligibility of student athletes.
  • Identify and recruit potential athletes by sending recruitment letters, meeting with recruits, and arranging and offering incentives, such as athletic scholarships.
  • File scouting reports that detail player assessments, provide recommendations on athlete recruitment, and identify locations and individuals to be targeted for future recruitment efforts.
  • Plan strategies and choose team members for individual games or sports seasons.
  • Oversee the development and management of the sports program budget and fundraising activities.
  • Serve as organizer, leader, instructor, or referee for outdoor and indoor games, such as volleyball, football, and soccer.

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Technology Skills

  • Analytical or scientific software — Motion analysis software; Statistical software; Video analysis software
  • Calendar and scheduling software — Scheduling software
  • Data base user interface and query software — Online registration software; Performance database software
  • Data conversion software — Video file conversion software
  • Desktop publishing software — Microsoft Publisher Hot technology
  • Electronic mail software — Microsoft Outlook Hot technology
  • Graphics or photo imaging software — Graphics creation software
  • Instant messaging software — Twitter
  • Internet browser software — Web browser software
  • Object or component oriented development software — C++ Hot technology
  • Office suite software — Microsoft Office
  • Presentation software — Microsoft PowerPoint Hot technology
  • Spreadsheet software — Microsoft Excel Hot technology
  • Video creation and editing software — Video editing software; YouTube Hot technology
  • Web page creation and editing software — Facebook Hot technology ; Website creation software
  • Word processing software — Microsoft Word

Hot technology Hot Technology — a technology requirement frequently included in employer job postings.

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Tools Used

  • Baseball gloves — Baseball catching gloves
  • Basketballs — Regulation basketballs
  • Digital camcorders or video cameras — Digital video cameras
  • Digital video disk players or recorders — Digital video disk DVD players
  • Environmental test chamber — Cyclical variations in adaptive conditioning CVAC pods
  • Field hockey sticks
  • Football blocking sleds — Football training sleds
  • Football tackling dummies — Football training dummies
  • Footballs — Regulation footballs
  • Hockey sticks — Ice hockey sticks
  • Hurdles — Track and field hurdles
  • Ice skates — Figure skates; Ice hockey skates; Speed skates
  • Notebook computers — Laptop computers
  • Personal computers
  • Phone headsets — Communications headsets
  • Physiological recorders — Motion analysis equipment
  • Portable data input terminals — Weighlifting analysis equipment
  • Radar speed gun — Speed measuring radar guns
  • Soccer balls — Regulation soccer balls
  • Stop watch — Digital stopwatches
  • Tablet computers
  • Touch screen monitors — Interactive whiteboards
  • Vaulting poles
  • Volleyballs — Regulation volleyballs

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Knowledge

  • Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
  • Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
  • Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
  • Sales and Marketing — Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
  • Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
  • Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.

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Skills

  • Instructing — Teaching others how to do something.
  • Speaking — Talking to others to convey information effectively.
  • Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.
  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Coordination — Adjusting actions in relation to others' actions.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • Time Management — Managing one's own time and the time of others.
  • Persuasion — Persuading others to change their minds or behavior.
  • Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Negotiation — Bringing others together and trying to reconcile differences.
  • Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
  • Service Orientation — Actively looking for ways to help people.
  • Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
  • Writing — Communicating effectively in writing as appropriate for the needs of the audience.

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Abilities

  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
  • Written Expression — The ability to communicate information and ideas in writing so others will understand.
  • Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
  • Far Vision — The ability to see details at a distance.

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Work Activities

  • Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
  • Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
  • Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
  • Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
  • Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Selling or Influencing Others — Convincing others to buy merchandise/goods or to otherwise change their minds or actions.
  • Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
  • Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
  • Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
  • Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
  • Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.

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Detailed Work Activities

  • Coordinate athletic or sporting events or activities.
  • Train others on performance techniques.
  • Coach others.
  • Evaluate skills of athletes or performers.
  • Maintain knowledge of laws or regulations.
  • Select staff, team members, or performers.
  • Coordinate logistics for productions or events.
  • Provide educational information to the public.
  • Manage operations of artistic or entertainment departments or organizations.
  • Maintain records, documents, or other files.
  • Maintain inventories of materials, equipment, or products.
  • Select materials or props.
  • Promote products, activities, or organizations.
  • Negotiate for services.

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Work Context

  • Contact With Others — 93% responded “Constant contact with others.”
  • Telephone — 73% responded “Every day.”
  • Work With Work Group or Team — 74% responded “Extremely important.”
  • Face-to-Face Discussions — 77% responded “Every day.”
  • Level of Competition — 67% responded “Extremely competitive.”
  • Structured versus Unstructured Work — 61% responded “A lot of freedom.”
  • Freedom to Make Decisions
  • Electronic Mail
  • Frequency of Conflict Situations — 22% responded “Once a week or more but not every day.”
  • Coordinate or Lead Others — 52% responded “Extremely important.”
  • Deal With External Customers — 45% responded “Extremely important.”
  • Frequency of Decision Making — 37% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 49% responded “Important results.”
  • Physical Proximity — 42% responded “Moderately close (at arm's length).”
  • Responsible for Others' Health and Safety — 46% responded “Very high responsibility.”
  • Public Speaking — 45% responded “Every day.”
  • Importance of Being Exact or Accurate — 38% responded “Very important.”
  • Letters and Memos — 40% responded “Once a week or more but not every day.”
  • Deal With Unpleasant or Angry People — 57% responded “Once a month or more but not every week.”
  • Outdoors, Exposed to Weather — 19% responded “Never.”
  • Spend Time Standing — 25% responded “About half the time.”
  • Time Pressure — 46% responded “Once a week or more but not every day.”
  • Indoors, Environmentally Controlled — 41% responded “Every day.”
  • Duration of Typical Work Week — 36% responded “Less than 40 hours.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 30% responded “Once a week or more but not every day.”
  • Very Hot or Cold Temperatures — 29% responded “Once a month or more but not every week.”
  • Indoors, Not Environmentally Controlled — 39% responded “Never.”
  • Responsibility for Outcomes and Results — 39% responded “Limited responsibility.”

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Job Zone

Title Job Zone Four: Considerable Preparation Needed
Education Most of these occupations require a four-year bachelor's degree, but some do not.
Related Experience A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
Job Training Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
Job Zone Examples Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, graphic designers, chemists, art directors, and cost estimators.
SVP Range (7.0 to < 8.0)

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Education


Percentage of Respondents
Education Level Required
47   Bachelor's degree
28   Associate's degree
15   Master's degree

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Credentials

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Interests

Interest code: SRE

  • Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
  • Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
  • Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.

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Work Styles

  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Integrity — Job requires being honest and ethical.
  • Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
  • Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Persistence — Job requires persistence in the face of obstacles.
  • Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
  • Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.

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Work Values

  • Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
  • Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
  • Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.

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Wages & Employment Trends

Median wages (2016) $31,460 annual
State wages Local Salary Info
 
Employment (2014) 251,000 employees
Projected growth (2014-2024) Average (5% to 8%) Average (5% to 8%)
Projected job openings (2014-2024) 99,400
State trends Employment Trends
 
Top industries (2014)

Source: Bureau of Labor Statistics 2016 wage data external site and 2014-2024 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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Sources of Additional Information

Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

  • Coaches and scouts external site. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.

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