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:
Coach, Basketball Coach, Football Coach, Cross Country/Track and Field Coach, Volleyball Coach, Baseball Coach, Director of Athletics, Swim Coach, Golf Coach, Tennis Coach
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Plan, organize, and conduct practice sessions.
- Provide training direction, encouragement, and motivation in order to prepare athletes for games, competitive events, and/or tours.
- Identify and recruit potential athletes, arranging and offering incentives such as athletic scholarships.
- Plan strategies and choose team members for individual games and/or sports seasons.
- Plan and direct physical conditioning programs that will enable athletes to achieve maximum performance.
- Adjust coaching techniques based on the strengths and weaknesses of athletes.
- File scouting reports that detail player assessments, provide recommendations on athlete recruitment, and identify locations and individuals to be targeted for future recruitment efforts.
- Keep records of athlete, team, and opposing team performance.
- Instruct individuals or groups in sports rules, game strategies, and performance principles such as specific ways of moving the body, hands, and/or feet in order to achieve desired results.
- Analyze the strengths and weaknesses of opposing teams in order to develop game strategies.
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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. |
| 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. |
| 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. |
| 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. |
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| 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. |
| 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. |
| 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. |
| Time Management — Managing one's own time and the time of others. |
| Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. |
| Coordination — Adjusting actions in relation to others' actions. |
| Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
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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. |
| Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| 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. |
| Speech Recognition — The ability to identify and understand the speech of another person. |
| 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). |
| Written Expression — The ability to communicate information and ideas in writing so others will understand. |
| 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. |
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Work Activities
| Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks. |
| Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members. |
| Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
| Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
| Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing 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. |
| 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. |
| 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. |
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Work Context
| Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Telephone — How often do you have telephone conversations in this job? |
| Electronic Mail — How often do you use electronic mail in this job? |
| Work With Work Group or Team — How important is it to work with others in a group or team in this job? |
| Level of Competition — To what extent does this job require the worker to compete or to be aware of competitive pressures? |
| Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Frequency of Decision Making — How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? |
| Impact of Decisions on Co-workers or Company Results — How do the decisions an employee makes impact the results of co-workers, clients or the company? |
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Job Zone
| Title |
Job Zone Five: Extensive Preparation Needed |
| Overall Experience |
Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job. |
| Job Training |
Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training. |
| Job Zone Examples |
These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, aerospace engineers, physicists, school psychologists, and surgeons. |
| SVP Range |
(8.0 and above) |
| Education |
A bachelor's degree is the minimum formal education required for these occupations. However, many also require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree). |
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Interests
Interest code: ERS
| 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. |
| 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. |
| Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
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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. |
| Persistence — Job requires persistence in the face of obstacles. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
| Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
| Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
| Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
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Work Values
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
| 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. |
| Recognition — Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
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Related Occupations
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Wages & Employment Trends
National
| Median wages (2006) |
$26,950 annual |
| Employment (2006) |
217,000 employees |
| Projected growth (2006-2016) |
Faster than average (14% to 20%)
|
| Projected need (2006-2016) |
87,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2006 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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