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Coaches

OaSIS code 53201.01

Coaches prepare and train individual athletes or teams for competitive events.

Overview

Also known as

  • Coach
  • Hockey coach
  • National team coach
  • Soccer coach
  • Volleyball coach

Main duties

This group performs some or all of the following duties:

  • Identify strengths and weaknesses of athletes or teams
  • Plan, develop and implement training and practice sessions
  • Nurture and develop athletes' potential skills and abilities
  • Develop, plan and coordinate competitive schedules and programs
  • Motivate and prepare athletes or teams for competitive events or games
  • Formulate competitive strategies, develop game plans and direct athletes and players during games or athletic events
  • Analyse and evaluate athletes' or teams' performances and modify training programs.

Additional information

No data has been provided for this section.

Similar occupations classified elsewhere

Exclusions:

  • Program leaders and instructors in recreation, sport and fitness (54100)
  • Athletes (53200)
  • Sports officials and referees (53202)
  • Athletic therapist (in 31204.01 Recreational therapists)

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

5 – Occupations in art, culture, recreation and sport

TEER

3 – Occupations usually require a college diploma or apprenticeship training of less than two years; or more than six months of on-the-job training

Major group

53 – Occupations in art, culture and sport

Sub-major group

532 – Occupations in sports

Minor group

5320 – Athletes, coaches, referees and related occupations

Unit group

53201 – Coaches

Occupational profile

53201.01 – Coaches

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Coaching and Developing Others
5 - Highest Level
Developing Objectives and Strategies
5 - Highest Level
Establishing and Maintaining Interpersonal Relationships
4 - High Level
Providing Consultation and Advice
4 - High Level
Team Building
4 - High Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
4 - High amount of freedom
Work Week Duration
Worked hours in a typical week
2 - Between 35 to 40 hours

Physical Work Environment

Physical Proximity
Physical distance from others
4 - Close (at arm’s length)

Physical Demands

Sitting
Duration
3 - About half the time
Standing
Duration
4 - More than half the time
Bending or Twisting the Body
Duration
2 - Less than half the time

Interpersonal Relations

Contact with Others
Frequency
4 - Every day, a few times per day
Duration
4 - More than half the time
Work with Work Group or Team
Importance
4 - Highly important
Frequency
4 - Every day, a few times per day

Workplaces/employers

  • National and provincial sports organizations
  • Professional and amateur sports teams
  • Self-employment
  • Sports clubs and universities

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Fluency of Ideas
4 - High Level
Gross Body Equilibrium
4 - High Level
Information Ordering
4 - High Level
Memorizing
4 - High Level
Multitasking
4 - High Level

Skills

Proficiency or complexity level
Evaluation
5 - Highest Level
Instructing
5 - Highest Level
Learning and Teaching Strategies
5 - Highest Level
Management of Personnel Resources
5 - Highest Level
Persuading
5 - Highest Level

Personal Attributes

Importance
Leadership
5 - Extremely important
Service Orientation
5 - Extremely important
Active Learning
4 - Highly important
Adaptability
4 - Highly important
Analytical Thinking
4 - Highly important

Interests

The OaSIS uses the Holland Codes to describe the work-related interests. According to the Holland model, people work best in work environments that match their preferences, which means that people and work environments can be matched for a best fit. Occupational environments in Holland’s theory are described according to a combination of main interests and the activities they represent. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising and Conventional. All occupations in OaSIS have up to three interests assigned to them.

Interests

Preferences for work environments and outcomes.

Interests profile: SEI

Social (S)

Social occupations are characterized by the dominance of activities that entail the interaction with others to inform, train, aid, develop, cure, or enlighten. These occupations often involve helping or providing service to others, teaching, working or communicating with people.

Enterprising (E)

Enterprising occupations are characterized by the dominance of action-oriented activities to attain organizational or self-interest goals. They frequently involve starting up and carrying out projects, influencing, leading or mobilizing people, making decisions, and sometimes require risk taking and dealing with business.

Investigative (I)

Investigative occupations are characterized by the dominance of activities that entail the observation and systematic or creative investigation of physical, biological, or cultural phenomena. These occupations require an extensive amount of thinking and frequently involve working with ideas, searching for facts and figuring out problems mentally.

Employment requirements

Employment requirements includes the education, training, certifications and the knowledge required to work in each occupation. The Knowledge category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency, and secondly, in alphabetical order. The whole list of Knowledge descriptors and their ratings can be expanded at the bottom of each page.

Education, certification and licensing

  • Completion of the National Coaching Certificate program is usually required for individual and team sports coaches in all sports.
  • National Coaching Certificate Level 3 is usually required for provincial coaches.
  • A degree in physical education may be required.
  • National Coaching Certificate Level 4 is usually required for coaches of national team athletes.

Knowledge

Knowledge level
Recreation, Leisure and Fitness
3 - Advanced Level
Training, Mentoring and Coaching
3 - Advanced Level
Business Management
2 - Intermediate Level
Communications and Media
2 - Intermediate Level
Languages
2 - Intermediate Level

Skills for success

 
Skills for Success Model
 
Skills for Success are skills that help you in a quickly changing world. Everyone benefits from having these skills. They can help you to get a job, progress at your current job or even change jobs. The skills also help you become an active member of your community and succeed in learning.
 
 
Linkages Between ESDC Skills Models and Frameworks
 
ESDC makes available a dictionary of over 300 terms (or descriptors) and definitions, known as the Skills and Competencies Taxonomy (SCT). Descriptor information from the Taxonomy is used in the Occupational and Skills Information System (OaSIS).
 
While there is general commonality of meaning between the descriptors in the SCT and the Skills for Success model, there are some differences in their definitions due to their distinct purposes. The Skills for Success Model [9 broadly defined skills] identifies the skills that are universally applicable. The SCT displays specific skills and competency requirements for 900 occupations. Users of the Skills for Success Model and Essential Skills content may find competency information from the Taxonomy and the OaSIS to be complementary.
 
Stay tuned to this section for more information and updates regarding linkages between the Skills for Success model and the OaSIS.

O*NET in-it

This page includes information from the O*NET 27.2 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. Employment and Social Development Canada has modified all or some of this information. USDOL/ETA has not approved, endorsed, or tested these modifications.

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