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The strength and conditioning (S&C) industry can appear as a saturated market, with a lack of balance between supply and demand of strength and conditioning coaches, with the former outweighing the latter. Job descriptions may be an effective tool for aspiring coaches to identify what current skill sets employers look for, in particular those deeme...
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... skills were subcategorised via essential and desirable, and further broken down based on key themes observed, which were defined as: 'knowledge', 'application', 'interpersonal', and 'other'. Different skills were then listed under these four defined categories, based on the key skills required within the job descriptions, which can be seen in Table 1. The desirable criteria were subcategorised in the same way, but without the years of experience section. ...Similar publications
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... One of the most important incentive decisions should be promotion. The content of the work should be related to the professional qualification requirements imposed on the employee (Vernau, et al., 2021). ...
... 8 Research into the job characteristics, responsibilities, and perceptions of sport scientists can further support the career planning of current practitioners and workforce planning by policy makers, industry leaders, and managers. 9,10 Prior research on sport practitioners has mainly focused on sub-disciplines (e.g. strength and conditioning [S&C]). ...
The aim of this study was to survey Chinese sport scientists to develop an understanding of their demographics, job characteristics, future career intentions, and opinions. This study adapted online survey and used convenience sampling to investigate the role of sport scientists across China. Ninety-seven practitioners across 18 provinces/municipalities participated in this study. Participants were typically married (70%), male (71%), aged between 30 and 39 (52%), and held a master's degree (66%). Most participants were employed full time (90%) by sport science institutes (66%), with a wide salary range, long working hours (≈48 hours per week), and irregular working time (40%). Most participants remained at the same institute (85%) throughout their careers. The most frequent reason why sport scientists remained in their current position was “job enjoyment” (4.04/5). The most frequently reported issue encountered by participants was “opinion differences with sport coaches” (21%). The ability to “gain trust” and “communication” were deemed important in the role of a sport scientist. Approximately half (44%) of the participants were satisfied with their current position and employer, while others wanted promotion (34%) or to leave their role (11%). The results revealed that (1) China's sport scientists are engaged in their current job mainly due to their enthusiasm, (2) their jobs are stable but highly demanding and relatively low paid. Poor working conditions and low retention are evident across Chinese sport scientist roles. Governing bodies should make efforts to improve the work conditions to improve the sustainability of sport scientist roles in the Chinese sport industry.
... Compared to other industries, these standards may seem high, but this is possibly due to the increased popularity of S&C in the UK, where the supply of S&C graduates (and associated disciplines) outweighs the demand 5 . The S&C industry has continued to evolve, with an undergraduate or postgraduate degree in S&C now being an attractive choice for different professions (e.g., sports scientists, personal trainers, tactical professionals, health care providers, physical education teachers, and sports coaches) to upskill and enhance their profile in a competitive job market 1,5 . ...
... Overall, 12.9% (55/428) of modules delivered across undergraduate S&C degrees were attributed to S&C (e.g., program or exercise delivery) and 4.7% (20/428) to coaching and teaching, thus developing students' attributes for the most desirable skills in S&C job descriptors (i.e., session delivery and communication) 1 . Surprisingly, only 2.6% (11/428) of modules explicitly focused on program monitoring and design and 2.3% (10/428) on testing and data analysis, despite these being sought-after skills for employers 1 . ...
... Modules focusing on S&C comprised 16.4% (34/207) of all modules offered, which is logical given the more specific nature of postgraduate degrees. Furthermore, with an increase of modules for academic and professional skills (15%; 31/207 modules) and program monitoring and design (6.8%; 14/207 modules), it seems postgraduate degrees are well aligned with the aforementioned job descriptors, thus preparing students for the workplace 1 . Surprisingly, at the postgraduate level, there were limited modules offered for business (1.9%; ...
In the United Kingdom (UK), a degree in strength and conditioning (S&C) or an associated discipline is a common requirement for obtaining a professional S&C certification and employment as a S&C coach. However, limited research has comprehensively reviewed undergraduate and postgraduate S&C degrees in the UK, which this study aimed to do. A search for S&C degrees was conducted via two directories. In total, 20 undergraduate and 29 postgraduate courses were identified. All course information, including module titles, was extracted. Course information was assessed using frequency analysis and module titles via open coding. Entry requirements for undergraduate degrees ranged from 80-120 UCAS points, and a 2:1-2:2 degree classification for postgraduate degrees. Almost half of undergraduate S&C degrees were considered 'multidisciplinary' and included other topics (e.g., BSc S&C and rehabilitation). Over half of the undergraduate degrees offered a foundation year, and 59% of postgraduate degrees offered a non-academic entry option. Overall, 50% of undergraduate degrees could be completed as full-time or part-time, which increased to 79% at postgraduate level. Placement modules were compulsory across undergraduate degrees (except for one) and featured to a lesser extent at the postgraduate level. The most common modules at the undergraduate level focused on anatomy and physiology, S&C, biomechanics and movement analysis, research, and academic and professional skills. The least common modules were motor learning and control, business, and sociology. Differences were observed with postgraduate degrees, given an increased focus on modules associated with research, S&C, and academic and professional skills. This information may help higher education providers to evaluate, revise, and develop S&C courses; awarding associations further enhance recognition and accreditation pathways for S&C degrees; potential employers tailor job descriptions and specifications to align with graduate capabilities; and prospective students gain insight into each course, potentially informing their course choice(s).
... Employee job descriptions sets clear expectations about what is expected by the employer from his employees. In the views of Vernau et al. (2021), job description is the first place to look if employees are not doing what is expected of them. ...
... Job description can be viewed as a checklist that can be used in performance evaluations and assist individual employees in self-evaluation and development. The Job description also aids managers in avoiding misunderstandings that could otherwise jeopardize the public organization's performance (Vernau, 2021). Job description is commonly used for job advertisements and for comparing candidates' qualifications during the recruiting process (Vernau, 2021). ...
... The Job description also aids managers in avoiding misunderstandings that could otherwise jeopardize the public organization's performance (Vernau, 2021). Job description is commonly used for job advertisements and for comparing candidates' qualifications during the recruiting process (Vernau, 2021). However, by changing Job description details into interview questions, the job description can be leveraged even further in the interview process. ...
The study investigates the effects of job description on employee performance at University College of Management Studies (UCOMS). The stratified random sampling technique was used to gather data from 38 respondents who were staff of the University. The Statistical Package for Social Science (v 21) was used for data analysis. The study revealed a significant effect of job description on employee performance. Also, the study’s findings demonstrated that the staff of UCOMS has been provided with appointment letters with clear job descriptions. The job descriptions components at UCOMS were: job identification, immediate boss to report to in the various departments of employees, reporting time and closing time, number of leave days to vacation, issues of medicals, utility bill and transportation as well as remuneration package. On the bases of the findings, the study recommends management of UCOMS should as a matter of concern continues to provide appointment letters with unambiguous job description to its staff to enhance employees’ performance. The job description should not be static but should be updated as and when necessary. Also, major components such as: roles, duties, job identification, remuneration, line of reporting, reporting time to work and closing, severance package, traveling, utility, medical package. number of leave days to vacation, among others should be embedded in the job description.
... To obtain the most common professional certification NSCA-CSCS, applicants need a degree related to strength and conditioning. While a master's degree is not a prerequisite for applying for SCC jobs, the academic background of SCCs demonstrates that holding a master's degree may be more favorable to obtain higher-level positions [35]. Although three studies show that the proportion of bachelor's degrees held by SCCs is higher than master's degrees, these studies either were earlier than 2000 or had small sample sizes (n = 6). ...
This systematic review investigated the job characteristics of National Collegiate Athletic Association (NCAA) strength and conditioning coaches (SCCs). Three databases were searched (Web of Science, EBSCO, and PubMed) until 12th January 2023. Eligible studies had to meet four criteria: (a) written in English, (b) published in a peer-reviewed journal, as a report on an official website, or a master/doctoral dissertation, (c) reported the demographic and job information of NCAA SCCs, and (d) complete data for at least one common question across two studies were available. Fifteen studies (n = 2,455 SCCs) were included. All studies adopted similar survey designs and questions, providing a basis for comparison. The results of this systematic review reveal that from 1989-2022, the age, race, and gender characteristics of SCCs were similar, lacking diversity, but academic degrees, majors, certifications, job titles, and salaries differed. This study provides valuable information for those looking to work in the NCAA as SCCs or those with existing roles to develop into more senior positions. Furthermore, This study will support employers in creating more informed job descriptors and employment strategies. Finally, based on our findings we propose a consolidated survey based on prior research to enable continuous and longitudinal investigations of SCCs working in NCAA sports.
... Strength and Conditioning in Judo (2023) 00:00 the NSCA that those responsible for delivering S&C should hold relevant certifications through an accredited S&C program (e.g., NSCA Certified Strength and Conditioning Specialist [CSCS]) to reduce the risk of liability when supervising or instructing S&C sessions (58). However, a recent analysis of job descriptions (n 5 50) across 5 countries (the United Kingdom, the United States of America, China, Singapore, and New Zealand) revealed that less than 50% of employers were seeking applicants with S&C certifications (61). Within this study, only 26% of judokas reported their S&C programs to be very effective, which could be related to the limited number of qualified S&C coaches delivering programs. ...
The benefits of strength and conditioning (S&C) for improving judo performance and reducing injuries have been widely studied. However, the S&C practices employed and perspectives held by those delivering S&C have yet to be elucidated. Therefore, this study investigated the S&C practices and perspectives of judokas and S&C coaches working within judo. Forty-two judokas and nine S&C coaches completed an online survey comprising six sections: (a) written informed consent; (b) background information; (c) education, qualifications, and prescription; (d) views on S&C; (e) exercise selection; and (f) issues and improvements. Frequency analysis was used to report responses to fixed-response questions, and thematic analysis for open-ended questions. Results indicated that S&C coaches were primarily responsible for delivering S&C programs (60%), and S&C information was predominantly sourced from S&C coaches (43%). Strength and conditioning was deemed very important for randori (78-88%), overall judo-performance (67-79%), and judo-fitness (62-78%). Similarly, S&C was considered very important for the development of speed and power (76-89%), strength (71-89%), and injury reduction (69-78%). Novel findings were also observed, such as integrating judo-specific training within S&C practice, which may be partly explained by more S&C coaches holding judo belts (67%) than S&C qualifications (11%). This study supports practitioners delivering S&C in judo by offering a base of information to critique or align with their existing S&C practices and perspectives. Furthermore, our results may help identify potential gaps between methods used, proposed guidelines, and actual practice, facilitating the development of research and education resources tailored to the current climate.
... Perceived economically, lacking formal processes to an extent is conducive to entrepreneurship and social capital. Nonetheless, the absence opens the door to ambiguity, which hinders professional projects (67). S&C members compete with similar occupations, such as personal training, fitness instruction, and physical therapy, who attach their occupational identity to the S&C or sport performance practice. ...
... Similarly, inconsistent acquisition of credentials is illustrated in the number of certified collegiate practitioners, with 32% of NCAA Division II S&C coaches holding an S&C specialization and 62% having no certification (42). Likewise, inconsistencies are observed in any merit-based system with poor regulatory infrastructure and financial disparities (7, 22,37,67). ...
Collectively, strength and conditioning (S&C) as an industry has experienced immense growth since its emergence, both as an occupation and as an applied science. As a result, coaches continue to lend their expertise to new contexts, encourage empirical research, and persistently engage in the processes of professionalization to improve S&C credentialing and expertise. Despite tremendous progress, the authors encourage industry leaders (professional associations and individuals) to reflect on the industry's origins and infrastructure dynamics concerning the accreditation, education, credentials, and overall professional development of S&C practitioners. As a field, S&C is in a prime position to develop and implement an effective regulatory system toward increased professionalism and effective practice. Thus, this article introduces conceptual tools from organizational behavior to better support S&C professionalization efforts. First, the topic of professions and institutional work is introduced and defined. Second, the relationship between professionals (individual and collective) and institutions during professionalization is illustrated. Third, a reflexive overview of research concerning contemporary issues and trends in the field (i.e., field disparity, credentialing, negligence and injury, and social capital) related to professionalism is highlighted. Finally, precise institutional work strategies and their applications are offered to support the industry's maturation as a profession.
... To this end, a common reason that might limit the impact of constructivist approaches in S&C coach development could be the lack of accountability and relationship between the S&C coach developer, the S&C coaches, and the relevant sporting organizations. In addition, S&C coach developers engaging in reflective practice or COP most of the time do so voluntarily, with participation being sporadic and superficial as such practices are continually marginalized in the salaried workload (Vernau et al., 2021). S&C coaches' salaried time often focuses purely on implementing biophysiological-technological knowledge, which produces an immediate, measurable effect, that is scientifically proven; for example the impact of a periodized program to maximize performance (e.g. ...
Researchers highlight the importance of using constructivist, learner-centered approaches to develop effective S&C coaching practice, such as reflective practice and community of practice (COP). Such approaches are relational meaning that the S&C coach developer must build effective relationships with the learner (i.e. S&C coach) to enhance cooperation and engagement, which can take a considerable amount of time. Constructivist learning strategies are essential to develop an athlete-centered coaching approach, which focuses on developing not only performance but also the overall well-being of the athlete. Yet, there has been a considerable lack of evidence of a how to integrate and utilize reflective practice and COP within S&C coach development, as well as documenting their impact. This practical advance article aims to address this knowledge to action gap by examining how a S&C coach developer, who is paid by and in-situ working with an organization, implemented an effective longitudinal, learner-centered coach development program to promote athlete-centered coaching practice. In doing so, we outline the importance of relationship building, creating community and trust, which underlines the organic process that seamlessly integrates guided critical reflection and COPs as valued learning strategies to develop S&C coaches’ psychosocial skills.
... Within their role SCCs are required to perform a variety of tasks and possess a variety of skills. In a recent analysis of S & C job descriptions Vernau et al. (2021) reported that program design was the highest ranked skill required amongst essential criteria. The present findings support SCCs, and those responsible for designing coach development material, to better understand the decision-making processes of experienced SCCs within training program design and, importantly, other difficult aspects of their role. ...
... Both experienced SCCs and early career coaches (ECCs) are required to perform a variety of duties within their role. Various evaluations of job duties [15][16][17] and requirements to gain employment [18] are available within the S and C literature. Due to the wide range of responsibilities an SCC may be required to perform as part of supporting their athletes, a high degree of specificity is required within coach preparation methods. ...
... It was recently summarised that that most SCCs have a minimum of a BSc degree and accreditation from a professional governing body, including the Australian Strength and Conditioning Association Level 1, 2 or 3 (ASCA), Accredited Strength and Conditioning Coach (UKSCA) and/or CSCS [18]. There is consensus that SCCs need to possess a high level of scientific knowledge [8,43] and indeed, there is a high level of attention directed to technical and bio-physical development within S and C research [44,45]. ...
Research into sports coaches has identified the valuable role they play concerning social support provided to athletes together with their contribution to social and cultural interactions within both the participation and performance domains. The purpose of the present study was to qualitatively extract and examine the knowledge and on-task cognitions of high-level coaches (HLCs) within strength and conditioning (S and C). Applied cognitive task analysis (ACTA) was used to examine ten HLCs, each purposefully sampled to reflect over eight years of work in full time environments. The analysis of responses demonstrated HLCs engage in a pattern of innovative and diverse thinking, together with adaptability and multilevel planning, designed to promote an inclusive approach from performers, coaches and management. Commonality was demonstrated within the decision making of HLCs during the design of training programs. Communication was another important consideration when connecting with athletes, observing athletes, speaking to the head coach and integrating their approach with others. A confident, flexible approach to adapting to situational demands was evident and supported by the ability to recall and select from a wide range of previously learnt and tested strategies. Evidence is offered for the importance of interpersonal and social factors in HLCs’ relationships with athletes and coaches. The incorporation of strategies to support versatile, dynamic decision making within future S and C coach development materials will support more impactful performances by coaches at all stages of the coaching process.
