There are multiple careers to look at within the coaching industry; football coaches (FC) and Strength and Conditioning (S&C) coaches generally focus on the development of performance of athletes and work within specific sports and teams (National Careers Service B, no date), an alternative career to consider is a Sports Development Officer (SDO). Unlike football and S&C coaches, they handle more administrative tasks and take a multi-sport approach, focusing on the development of participation (AGCAS, 2020). Regardless of the career, employer surveys highlight the importance of possessing key skills and having the right attitude (UCAS, 2021). Most skills are transferable, meaning they can be developed and applied in a context different to the one they were originally learned in (Sebri et al. 2020) and used across multiple occupations (Brooks, 2019). Skills and knowledge specific to occupations can be developed through training and education (UCAS, 2021). The International Olympic Committee (IOC) recommend that coaches should acquire at least one recognised certification relevant to their sport (no date) through governing bodies such as the Football Association (FA) and The National Strength and Conditioning Association (NSCA). Coaches in football can rely on just pursuing these qualifications; however, other careers such as S&C and Sports Development are often required to pursue degree’s in sports exercise or a related field, in addition to recognised certifications (Favre, 2017; Hedrick, 2016; National Careers Service A, no date). Good coaching requires in-depth knowledge and understanding; it is important coaches continue to develop their current skills and knowledge through the use of professional development (Nash, 2014; IOC, no date).
The role of a football coach is to develop the skills and motivation of football players and teams (National Careers Service B, no date). They play a crucial role in developing players’ psychological growth and physical ability (Nash & Sproule, 2012). S&C coaches similarly play a vital role in the development of athletes. However, they focus more on athletic performance and minimising the risk of injury by prescribing, testing and evaluating exercises (Jones et al. 2020) whilst demonstrating technique effectively (Favre, 2017). SDO’s are also responsible for delivering sporting activities to adults and children, but they can also entail more administrative roles in comparison to coaches (AGCAS, 2020). The job role of a SDO is difficult to define universally (Bloyce et al. 2008). It is agreed amongst research the key aspects and priorities of a SDO is to improve mass participation in sport and also to provide a sporting opportunity for all parts of the community (LGCareerWales, no date; Bloyce et al. 2008).
Employment research for the three occupations similarly highlight the need for specific skill sets, including; communication, initiative, attention to detail, and professional development (NSCA, 2021; Nash, 2014; Nash & Sproule, 2012; IOC, no date; UCAS, 2021),
Communication is a transferable skill identified by most employers as essential (UCAS, 2021). The three roles entail delivering and planning sessions or projects (Nash & Sproule, 2012; UK Coaching Team, 2018), as well as communicating with support staff (Favre, 2017), providing feedback and, reiterating important information (IOC, no date). It is widely recognised that they require good verbal (Nash & Sproule, 2012; IOC, no date; UCAS, 2021; Brooks, 2019;Greener, et al. 2013)(UK Coaching, no date) and written communicative skills (NSCA, 2021). S&C coaches, for example, could be required to develop written programmes for athletes to follow (Favre, 2017).
Poorly Structured Sessions Could Result In Boredom And Hinder Progress; Therefore, The Ability To Effectively Plan Sessions And Guide Development Is Important for effective coaching (UK Coaching team, 2018). The evaluation of sessions and projects in sport will influence future planning (National Careers Service B, no date), highlighting the need for attention to detail (Nash, 2014). Sessions do not always go to plan, some of the decisions coaches and SDO’s have to make can carry a lot of pressure and responsibility and, at times, can be very complex (Nash, 2014; National Careers Service, no date A). SDO’s and S&C coaches, in particular, are responsible for assessing and inaugurating projects independently; employers will look for candidates they can rely on to do so, displaying high levels of intuition in addition to their attention to detail (Nash, 2014; Favre, 2017).
Intuition refers to a coach recognising something in a session that enables them to use stored information from previous situations to make a decision. It has been suggested that there is a link between the expertise of a coach and their level of intuition; novice coaches with less experience have fewer examples of previous situations and knowledge to draw on (Nash, 2014).
Knowledge can be obtained and developed through education and training (UCAS, 2021). S&C coaches are generally required to have at least an undergraduate degree in sports exercise or related fields (Hedricks, 2016; Favre, 2017; AGCAS, 2020). To be considered for graduate assistant positions, it is important to pursue a graduate degree and, to progress to a head S&C role, a Master’s degree is usually mandatory (Hedricks, 2016; Favre, 2017). In a recent study, 95% of the sample held a tertiary level qualification (Jones et al. 2020). In addition to education, full-time positions require at least one certification, such as, The Certified Strength and Conditioning Specialist Certification by the NSCA (NSCA, 2021) which qualifies professionals to apply scientific knowledge to training practices to improve athletic performances (Hedrick, 2016). It is evident education is required to coach S&C at a high level. Additionally, academic success does not just present qualifications to employers but also demonstrates high levels of initiative and attention to detail (Favre, 2017).
Similarly, it is recommended for SDO’s to pursue a degree in sports development, or, as an alternative, they could provide a portfolio of sporting qualifications including, apprenticeships and national coaching certifications (AGCAS, 2020). However, a degree is not a necessity for coaching football (National Careers Service B, no date). The FA offer online introductory courses and certifications such as the “BT playmaker” and the “Introduction to coaching football”, which introduces the knowledge and skills needed to coach (National Careers Service B, no date; The Boot Room, 2021). These courses only require a minimum age of 16 (TheFA, 2021).
The body of knowledge in the coaching industry is constantly evolving (Hedricks, 2016). It is essential for coaches to continuously develop their skills and knowledge to ensure the standard of the work they deliver does not decline (Nash, 2014) through continuous professional development (CPD); an ongoing learning process that builds on initial knowledge (Filipe et al. 2014; Favre, 2017). Examples of CPD include; certifications, workshops, conferences and webinars (Uk Coaching, 2018; Favre, 2017; TheFA, 2018; TheBootRoom, 2021).
In addition to knowledge, it is widely suggested that coaches need practical experience (Voronova et al. 2021; Swain, 2021; Hendrick, 2016; Favre, 2017). Experience can be built volunteering in local, grassroots clubs (Bentzen et al. 2020) or graduate programmes whilst pursuing a Master’s degree (Hedricks, 2016; Favre, 2017).
Another important aspect considered by employers is personal qualities and attitude (UCAS, 2021). Individuals need to be hardworking and flexible (Hedricks, 2016; IOC, no date; UCAS, 2021; National Careers Service B, no date). The working hours can be demanding and differ from occupation, it is recognised the three roles can be expected to work weekdays, weekends, evenings and sacrifice holiday (Hedricks, 2016; Greener et al. 2013; National Careers Service B, no date). In a study by Jones et al. it was discovered that S&C coaches are often required to work overtime with poor remuneration; it is thought that long work days could damage job satisfaction and result in burning out (2020). However, it was also suggested S&C coaches had a high sense of job satisfaction from the relationships built with their athletes and the opportunity to work within sports and environments of personal interest (Jones et al. 2020).
Additionally, sensitivity and understanding are also highlighted with importance as the participants SDO’s, S&C and football coaches work with can differ from elite athletes to adults and children from vulnerable communities (AGCAS, 2020; National Careers Service, no date A).
Coaches, particularly those in football, have to work under the pressure of not meeting performance expectations which could lead to dismissal (Bentzen et al. 2020). The environment can be chaotic and often have unpredictable outcomes (Voronova et al. 2021; National Careers Service B, no date). Job insecurity has been identified as a prominent feature of coaching; however, the study by Bentzen et al. noted that coaches accept their employment conditions and acknowledge they have to work under a high degree of pressure. One participant expressed, “if you can’t handle it you shouldn’t be a coach” (2020).
Comparatively, the working environment of an SDO can vary more than coaches. They generally tend to be more office-based, but they can also be based within sporting environments (AGCAS, 2020). Depending on their role, they could be working in schools, sports centres or outside on a sports field (National Careers Service A, no date). They are required to address issues and incentives beyond just sport including, health, obesity & social inclusion (OCR, 2016); it would therefore be more beneficial to have knowledge in a range of sports rather than narrowing in on just the one (National Careers Service A, no date). S&C and FC’s, however, have the opportunity to work within their preferred sport and favourite clubs (Allen-Scott, 2016), a factor that can draw people towards these professions.
It is also thought that acquiring full-time paid employment within the coaching industry can be difficult due to the high competition (Allen-Scott, 2016). A study by Jones et al. (2020), discovered that only 50% of the sample worked 30+ hour weeks in Strength and Conditioning, suggesting that the other participants have to work multiple roles and only acquire part-time positions. However, it was also noted the sample size of this study was relatively small, (Jones et al. 2020) so a generalisation cannot be made from this finding.
It is recognised that progression could require volunteering; a coach may be required to take up a role that could be highly irrelevant, however with consistency and hard work, there is opportunity to progress into a more established role (Favre, 2017). There are multiple pathways in coaching. A SDO could advance into managerial positions, becoming a Sports development manager or regional manager (National Careers Service A, no date). More experienced FC’s and S&C coaches could explore opportunities to move and coach at bigger clubs or progress into higher roles (National Careers Service B, no date). The FA offers continued training and progression through to the “UEFA Pro Licence” which qualifies coaches to coach in the professional game (The FA, 2021; National Careers Service B, no date).
Generally, when working within the coaching industry, the primary objective is development, whether it is performance or participation based. Coaches require a particular skill set in addition to knowledge and experience. Research across the three careers frequently highlighted communication, initiative and attention to detail as necessary soft skills (Favre, 2017; UCAS, 2021; Nash, 2014). Recognised certifications by governing bodies are recommended by the IOC (no date). A football coach has more flexibility and can coach at elite levels just pursuing these certifications. However, for an SDO and S&C coach, it is recommended they pursue at least an undergraduate degree in sport exercise, sports coaching or related fields. Personal qualities such as; flexibility, hard work, sensitivity and understanding were also highlighted by employers. The careers discussed entail working with many people from different backgrounds; being understanding and sensitive towards all situations helps coaches when working with vulnerable people. The coaching industry is also highly competitive. They have to work with the pressure of poor results leading to dismissal; Jones et al. identified job insecurity as a prominent feature (2020). The environment can be chaotic and uncontrollable. However, it was acknowledged that coaches accept the pressure and recognise it is a part of their job. Despite the demanding conditions, it was still found that coaches have a good level of job satisfaction due to the relationships they build with the people they work with and having the opportunity to work in sports of personal interest (Jones et al. 2020). S&C and FC’s particularly may work within their favoured clubs and sports, an attractive factor for coaches. Due to the competitiveness, full-time employment is difficult to achieve; some coaches could be required to work multiple roles before they progress into higher positions. A SDO could be seen as an alternative career in the industry that is not as pressurised as an elite sporting environment. However, they require a broader band of knowledge as they take a more multi-sport approach. With experience, the careers discussed present pathways to develop through CPD and the opportunity to move on to higher positions or a different career area. The skills and knowledge acquired in football coaching can be transferred to strength and conditioning or sports development and applied in different contexts. There are many pathways within the coaching industry with the opportunity to progress and explore different roles.
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