Education:
49%
Bachelor's Degree
19%
Master's Degree
Coach or Scout
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Job Outlook:
Much faster than average
Education:
Bachelor's degree
Salary
High:
$93,590.00
Average:
$57,450.00
What they do:
Instruct or coach groups or individuals in the fundamentals of sports for the primary purpose of competition. 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 certifications should be reported in the appropriate teaching category.
On the job, you would:
- Plan, organize, and conduct practice sessions.
- Provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games, competitive events, or tours.
- Adjust coaching techniques, based on the strengths and weaknesses of athletes.
Important Qualities
Communication skills. Because coaches instruct, organize, and motivate athletes, they must be able to convey information clearly. They must communicate proper techniques, strategies, and rules of the sport effectively enough for every player on the team to understand.
Decision-making skills. Coaches must choose the appropriate players to use during a game and the proper time to use game-managing tools, such as timeouts. Coaches and scouts also must be selective when recruiting players.
Dedication. Coaches must attend daily practices and assist their team and individual athletes in improving their skills and physical conditioning. Coaches must be dedicated to their sport, as it often takes years to become successful.
Interpersonal skills. Being able to relate to athletes helps coaches and scouts foster positive relationships with their current players and in recruiting potential players.
Leadership skills. Coaches must motivate, develop, and direct athletes to help them reach their potential.
Resourcefulness. Coaches must find and develop a strategy that yields the best chances for winning a competition. Coaches often need to create original plays or formations that provide a competitive advantage and confuse opponents.
Personality
| A3 | Your Strengths | Importance |
Characteristics of this Career |
|---|---|---|---|
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89% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
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88% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
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85% | Integrity - Job requires being honest and ethical. | |
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84% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
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84% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
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83% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
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82% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
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80% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
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80% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
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79% | Persistence - Job requires persistence in the face of obstacles. | |
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78% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
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75% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
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75% | Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. | |
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70% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. | |
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70% | 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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61% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
| A3 | Your Strengths | Importance |
Strengths |
|---|---|---|---|
|
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83% | Social - Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities. | |
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78% | Realistic - Work involves designing, building, or repairing of equipment, materials, or structures, engaging in physical activity, or working outdoors. Realistic occupations are often associated with engineering, mechanics and electronics, construction, woodworking, transportation, machine operation, agriculture, animal services, physical or manual labor, athletics, or protective services. | |
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78% | Enterprising - Work involves managing, negotiating, marketing, or selling, typically in a business setting, or leading or advising people in political and legal situations. Enterprising occupations are often associated with business initiatives, sales, marketing/advertising, finance, management/administration, professional advising, public speaking, politics, or law. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
|---|---|---|---|
|
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83% | 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. | |
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83% | 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. | |
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83% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
Aptitude
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
|---|---|---|---|
|
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91% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
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78% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
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75% | Speech Clarity - The ability to speak clearly so others can understand you. | |
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75% | Speech Recognition - The ability to identify and understand the speech of another person. | |
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72% | 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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72% | 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). | |
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69% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
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69% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
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69% | Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways. | |
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69% | 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). | |
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69% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
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69% | 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 that there is a problem. | |
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66% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
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63% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
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60% | Visualization - The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. | |
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56% | Far Vision - The ability to see details at a distance. | |
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53% | Selective Attention - The ability to concentrate on a task over a period of time without being distracted. | |
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53% | Flexibility of Closure - The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
|---|---|---|---|
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68% | Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |
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68% | Instructing - Teaching others how to do something. | |
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63% | Management of Personnel Resources - Motivating, developing, and directing people as they work, identifying the best people for the job. | |
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59% | Persuasion - Persuading others to change their minds or behavior. | |
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59% | Coordination - Adjusting actions in relation to others' actions. | |
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59% | Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |
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59% | 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. | |
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57% | Speaking - Talking to others to convey information effectively. | |
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57% | Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do. | |
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57% | 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. | |
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57% | Reading Comprehension - Understanding written sentences and paragraphs in work-related documents. | |
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57% | Negotiation - Bringing others together and trying to reconcile differences. | |
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57% | Writing - Communicating effectively in writing as appropriate for the needs of the audience. | |
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57% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. | |
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57% | Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. | |
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57% | Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |
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57% | Time Management - Managing one's own time and the time of others. | |
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55% | Service Orientation - Actively looking for ways to help people. | |
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55% | Complex Problem Solving - Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. | |
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55% | Systems Analysis - Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. |
Job Details
Responsibilities
Coordinate athletic or sporting events or activities.
Select staff, team members, or performers.
Coordinate athletic or sporting events or activities.
Coach others.
Evaluate skills of athletes or performers.
Train others on performance techniques.
Evaluate skills of athletes or performers.
Evaluate skills of athletes or performers.
Maintain knowledge of laws or regulations.
Coordinate athletic or sporting events or activities.
Coach others.
Coordinate athletic or sporting events or activities.
Coach others.
Coordinate athletic or sporting events or activities.
Select materials or props.
Maintain inventories of materials, equipment, or products.
Negotiate for services.
Train others on performance techniques.
Train others on performance techniques.
Provide educational information to the public.
Coordinate logistics for productions or events.
Select staff, team members, or performers.
Evaluate skills of athletes or performers.
Maintain records, documents, or other files.
Coach others.
Promote products, activities, or organizations.
Manage operations of artistic or entertainment departments or organizations.
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
|---|---|---|---|
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94% | 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? | |
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92% | Electronic Mail - How often do you use electronic mail in this job? | |
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86% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
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83% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
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81% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
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79% | 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? | |
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77% | 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? | |
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76% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
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75% | Public Speaking - How often do you have to perform public speaking in this job? | |
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74% | Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people? | |
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73% | Level of Competition - To what extent does this job require the worker to compete or to be aware of competitive pressures? | |
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69% | Spend Time Standing - How much does this job require standing? | |
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67% | Frequency of Conflict Situations - How often are there conflict situations the employee has to face in this job? | |
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67% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
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66% | Telephone - How often do you have telephone conversations in this job? | |
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66% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
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64% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
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61% | Responsible for Others' Health and Safety - How much responsibility is there for the health and safety of others in this job? | |
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56% | Outdoors, Exposed to Weather - How often does this job require working outdoors, exposed to all weather conditions? | |
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56% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
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52% | Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers? | |
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51% | Sounds, Noise Levels Are Distracting or Uncomfortable - How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? | |
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67% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
|---|---|---|---|
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86% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
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83% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
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83% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
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82% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
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81% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
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76% | Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people. | |
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76% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
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76% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
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75% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
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75% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
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74% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
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74% | Communicating with People Outside the 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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74% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
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71% | Guiding, Directing, and Motivating Subordinates - Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. | |
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71% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
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70% | 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 materials. | |
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68% | Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
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68% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. | |
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67% | Providing Consultation and Advice to Others - Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. | |
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66% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
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66% | Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
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63% | Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
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63% | Performing Administrative Activities - Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. | |
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63% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
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61% | Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
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60% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. | |
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59% | Resolving Conflicts and Negotiating with Others - Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. | |
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57% | Assisting and Caring for Others - Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. | |
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54% | Monitoring and Controlling Resources - Monitoring and controlling resources and overseeing the spending of money. | |
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54% | Handling and Moving Objects - Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. | |
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51% | 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. |
What Coaches and Scouts Do
Coaches and scouts analyze the strengths and weaknesses of individual athletes and opposing teams.
Coaches teach amateur and professional athletes the skills they need to succeed at their sport. Scouts look for new players, evaluating their skills and likelihood for success at the amateur, college, or professional level. Many coaches also are involved in scouting potential athletes for their team.
Duties
Coaches typically do the following:
- Plan, organize, and conduct practice sessions
- Analyze the strengths and weaknesses of individual athletes and opposing teams
- Plan strategies and choose team members for each competition
- Direct, encourage, and motivate athletes to prepare them for competitions
- Call plays and make decisions about strategy and athlete substitutions during competitions
- Plan and direct physical conditioning programs that enable athletes to reach maximum performance
- Instruct athletes on proper techniques, strategies, sportsmanship, and the rules of the sport
- Keep records of athletes’ and opponents’ performances
- Identify and recruit potential athletes
- Arrange for and offer incentives to prospective players
Coaches teach amateur and professional athletes the fundamental skills of individual and team sports. They hold practice and training sessions to improve the athletes’ form, skills, and stamina. Along with refining athletes’ individual skills, coaches are responsible for instilling the importance of good sportsmanship, a competitive spirit, and teamwork.
Many coaches evaluate their opponents to determine strategies and to establish particular plays to practice. During competition, coaches call specific plays intended to defeat, surprise, or overpower the opponent, and they also may substitute players to get optimum team chemistry and success.
Some high school coaches are teachers or school administrators who supplement their income by coaching part time.
Coaches may assign specific drills and correct athletes’ techniques. They may spend their time working one-on-one with athletes, designing customized training programs. Coaches also may specialize in teaching the skills of an individual sport, such as golf, ice skating, or tennis. Some coaches, such as baseball coaches, may teach individual athletes involved in team sports.
Scouts typically do the following:
- Research news media and other sources to find athletes to consider
- Attend competitions, view videos of the athletes’ performances, and study data about the athletes to determine their talent and potential
- Talk to the athlete and the coaches to gauge whether the athlete is likely to be successful
- Report to the coach, manager, or owner of the team for which he or she is scouting
- Arrange for and offer incentives to prospective players
Scouts assess the skills of both amateur and professional athletes. Scouts seek out top athletic candidates for colleges or professional teams and evaluate their likelihood of success at a higher competitive level.
Work Environment
Coaches and scouts held about 275,200 jobs in 2022. The largest employers of coaches and scouts were as follows:
| Colleges, universities, and professional schools; state, local, and private | 24% |
| Arts, entertainment, and recreation | 21 |
| Elementary and secondary schools; state, local, and private | 18 |
| Self-employed workers | 11 |
Some scouts work for organizations that deal directly with high school athletes. These scouts collect information on the athlete and help sell his or her talents to potential colleges.
At the college level, scouts typically work for scouting organizations or are self-employed. In either case, they help colleges recruit the best high school athletes.
Scouts who work at the professional level are typically employed by the team or organization directly.
Those who coach and scout for outdoor sports may be exposed to all weather conditions of the season. In addition, they travel often to attend sporting events. This is particularly true for those in professional sports.
Work Schedules
Part-time work is common for coaches and scouts. Their work schedules vary and may involve irregular hours, including evenings, weekends, and holidays. Full-time coaches may work more than 40 hours a week for several months during the sports season. High school coaches may work part time and have other jobs aside from coaching.
Getting Started
How to Become a Coach or Scout
Coaches and scouts must have overall knowledge of the game or sport.
Coaches and scouts typically need a bachelor’s degree. However, educational requirements for coaches and scouts may vary from no formal educational credential to a bachelor’s or higher degree. These workers also need extensive knowledge of the sport. Coaches typically gain this knowledge through their own experiences playing the sport at some level. Although previous playing experience may be beneficial, it is not required for most scouting jobs.
Education
Many coaches and scouts have a bachelor's degree, but educational requirements vary. Part-time workers and those in smaller facilities or youth leagues may be less likely to need formal education.
Coaches and scouts who attend college may study a recreation and fitness field, such as kinesiology, physical education, or sports medicine. Others major in a business field, such as marketing or sports management.
High schools typically hire teachers or administrators at the school for most coaching jobs. If no suitable teacher is found, schools hire a qualified candidate from outside the school. For more information on education requirements for teachers, see the profile on high school teachers.
Other Experience
College and professional coaching jobs typically require experience playing the sport at some level.
Scouting jobs may not require experience playing a sport at the college or professional level, but doing so can be beneficial. Employers look for applicants who have a passion for sports and an ability to spot players who have exceptional athletic ability and skills.
Licenses, Certifications, and Registrations
Certification often requires that coaches be at least 18 years old and be trained in cardiopulmonary resuscitation (CPR) and first aid. Coaches also may need to attend classes related to sports safety and coaching fundamentals.
Public high school coaches may need to be certified or complete mandatory education courses. Coaches who are also teachers must meet state licensing requirements, including a background check. For information about specific requirements, contact the state’s high school athletic association or visit the National Federation of State High School Associations.
College and university coaches may need to meet certification or training requirements as outlined by college athletic associations, such as the National Collegiate Athletic Association (NCAA) or the National Association of Intercollegiate Athletics (NAIA).
Organizations specific to various sports, such as golf or tennis, may offer certification for coaches. Check with the sport’s national governing body for information on approved programs.
Advancement
To reach the rank of a professional coach, a candidate typically needs years of coaching experience and a winning record at a college. Coaches who do not have coaching experience may still be hired at the professional level if they were successful as an athlete in their sport.
Some college coaches begin their careers as graduate assistants or assistant coaches to gain the experience and knowledge needed to become a head coach. Large schools and colleges that compete at the highest levels require a head coach who has had substantial experience at another school or as an assistant coach.
Other college coaches may begin out as high school coaches before moving up to the collegiate level.
Scouts may begin working as talent spotters in a particular area or region. They typically advance to become supervising scouts responsible for a whole territory or region.
Job Outlook
Employment of coaches and scouts is projected to grow 9 percent from 2022 to 2032, much faster than the average for all occupations.
About 38,400 openings for coaches and scouts are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
Employment
The growing interest in college sports, professional sports, and sports recreation instruction will increase demand for coaches and scouts. To remain competitive, colleges often seek the best athletes for their sports teams. Successful teams help colleges enhance their reputation, recruit future students, and raise donations from alumni. Therefore, colleges will rely on scouts to recruit the best high school athletes.
Growth in the demand for sports instruction is expected to rise, as concerns about lack of physical activity continue to be a focus for the public.
Contacts for More Information
For more information about coaching and scouting for team and individual sports, visit
National Association of Intercollegiate Athletics (NAIA)
National Collegiate Athletic Association (NCAA)
National Collegiate Scouting Association (NCSA)
National Federation of State High School Associations (NFHS)
National High School Coaches Association (NHSCA)
For more information related to individual sports, contact the sport’s national governing body or coaches’ association.
Similar Occupations
This table shows a list of occupations with job duties that are similar to those of coaches and scouts.
| Occupation | Job Duties | Entry-Level Education | Median Annual Pay, May 2022 | |
|---|---|---|---|---|
|
Athletes and Sports Competitors |
Athletes and sports competitors participate in organized, officiated sporting events to entertain spectators. |
No formal educational credential | $94,270 |
|
Athletic Trainers |
Athletic trainers specialize in preventing, diagnosing, and treating muscle and bone injuries and illnesses. |
Master's degree | $53,840 |
|
Dietitians and Nutritionists |
Dietitians and nutritionists plan and conduct food service or nutritional programs to help people lead healthy lives. |
Bachelor's degree | $66,450 |
|
Fitness Trainers and Instructors |
Fitness trainers and instructors lead, instruct, and motivate individuals or groups in exercise activities. |
High school diploma or equivalent | $45,380 |
|
High School Teachers |
High school teachers teach academic lessons and various skills that students will need to attend college and to enter the job market. |
Bachelor's degree | $62,360 |
|
Kindergarten and Elementary School Teachers |
Kindergarten and elementary school teachers instruct young students in basic subjects in order to prepare them for future schooling. |
Bachelor's degree | $61,620 |
|
Middle School Teachers |
Middle school teachers educate students, typically in sixth through eighth grades. |
Bachelor's degree | $61,810 |
|
Umpires, Referees, and Other Sports Officials |
Umpires, referees, and other sports officials preside over competitive athletic or sporting events to help maintain standards of play. |
High school diploma or equivalent | $36,010 |