Footballers (Soccer, Rugby and AFL)
Footballers (Soccer, Rugby and AFL) play football professionally in competitions.
Specialisations: Australian Rules Footballer, Rugby League Footballer, Rugby Union Footballer, Soccer Player.
Advanced sporting skill is needed to work as a Footballer (Soccer, Rugby or AFL).
Maintains a high degree of expertise in football.
Adheres to the rules and regulations associated with football.
Attends regular practice sessions and undertakes private training to maintain the required standard of fitness.
Decides on strategies in consultation with coaches.
Assesses other competitors and conditions at venues.
Competes in sporting events.
Undertakes sports promotional activities and television appearances.
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Sportspersons, under the outlook section.
Earnings and hours
Around 52% of people employed as Footballers (Soccer, Rugby and AFL) work full-time hours, in all their jobs combined. This is 14 percentage points below the all jobs average (66%).
Full-time workers work an average of 43 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Most Footballers (Soccer, Rugby and AFL) work in the Arts and recreation services industry.
Source: Based on ABS Census 2016, Customised Report.
Employment across Australia
Employment by State and Territory (% Share)
|State||Footballers (Soccer, Rugby and AFL)||All Jobs Average|
Around 79% of Footballers (Soccer, Rugby and AFL) live in capital cities, compared with the all jobs average of 62%.
Victoria has a large share of employment relative to its population size.
The regions with the largest share of workers are:
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Footballers (Soccer, Rugby and AFL) is 23 years. This is younger than the all jobs average of 40 years.
A large share of workers are aged 20 to 24 years.
Females make up 2% of the workforce. This is 46 percentage points below the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Footballers (Soccer, Rugby and AFL)||All Jobs Average|
|65 and Over||0.0||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
Advanced sporting skill is needed to work as a Footballer (Soccer, Rugby or AFL).
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Sport, Fitness and Recreation VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Footballers (Soccer, Rugby and AFL)||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||0.9||10.1|
|Year 10 and below||4.5||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Sportspersons who are motivated, have a positive attitude and have a strong work ethic.
Skills can be improved through training or experience.
54%Coordination with others
Being adaptable and coordinating work with other people.
Listening to others, not interrupting, and asking good questions.
Thinking about the pros and cons of different ways to solve a problem.
Talking to others.
Keeping track of how well work is progressing so you can make changes or improvements.
Being able to use what you have learnt to solve problems now and again in the future.
Teaching people how to do something.
Figuring out the best way to teach or learn something new.
Reading work related information.
Understanding why people react the way they do.
Managing your own and other peoples' time to get work done.
41%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
41%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Writing things for co-workers or customers.
Looking for ways to help people.
36%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Talking people into changing their minds or their behaviour.
Bringing people together and trying to sort out their differences.
Measuring how well a system is working and how to improve it.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
These are important topics, subjects or knowledge areas.
62%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
60%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
56%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
53%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
53%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
50%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
English language including the meaning and spelling of words, rules of composition, and grammar.
45%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
Arithmetic, algebra, geometry, calculus, or statistics.
41%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
40%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Machines and tools, including their designs, uses, repair, and maintenance.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
Moving people or goods by air, rail, sea, or road.
36%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
31%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Workers use these physical and mental abilities..
Exercise for a long time without getting winded or out of breath.
Exercise for a long time without your muscles getting tired.
Quickly jump, sprint, or throw an object.
57%Whole body coordination
Move your arms, legs, and body together.
Listen to and understand what people say.
Communicate by speaking.
Lift, push, pull, or carry things.
Bend, stretch, twist, or reach with your body, arms, and/or legs.
See details that are up-close (within a few feet).
See details that are far away.
Use your abdominal and lower back muscles a number of times without 'giving out' or fatiguing.
Use your arms and/or legs at the same time while sitting, standing, or lying down.
Keep your hand or arm steady.
Keep your balance or stay upright.
Use lots of detailed information to come up with answers or make general rules.
Speak clearly so others can understand you.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Use general rules to find answers or solve problems logically.
43%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Identify and understand the speech of another person.
These are kinds of activities workers regularly do in this job.
80%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
78%Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
72%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
70%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
70%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
70%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
69%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
69%Making sense of information and ideas
Looking at, working with, and understanding data or information.
69%Making decisions and solving problems
Using information to work out the best solution and solve problems.
68%Building good relationships
Building good working relationships and keeping them over time.
66%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
65%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
64%Researching and investigating
Looking for, getting and understanding different kinds of information.
64%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
62%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
Using your own ideas for developing, designing, or creating something new.
57%Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
51%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
50%Estimating amounts, costs and resources
Working out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
47%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with people. Helping or providing service to others.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Talk with people face-to-face.
Work with people in a group or team.
Compete with others, or be aware of competitive pressures.
86%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
84%Impact of decisions
Make decisions that have a large impact on other people.
84%Outdoors, exposed to weather
Work outdoors, exposed to the weather.
83%Freedom to make decisions
Have freedom to make decision on your own.
Talk on the telephone.
81%Spend time standing
Spend time standing at work.
Use electronic mail.
Have freedom to decide on tasks, priorities, and goals.
78%Making repetitive motions
Spend time making repetitive motions.
Work to strict deadlines.
75%Being exact or accurate
Be very exact or highly accurate.
75%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
74%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
73%Frequent decision making
Frequently make decisions that impact other people.
71%Health and safety of others
Take responsibility for the health and safety of others.
69%Very hot or cold temperatures
Work in very hot or cold temperatures.
68%Wear common protective or safety equipment
Wear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 27-2021.00 - Athletes and Sports Competitors.
Links and downloads
Research and reports
The Skills Priority List provides a current labour market rating and a future demand rating for nearly 800 occupations nationally. Current labour market ratings are available for occupations at a state and territory level.
Occupation profiles data are available for download.
The Employment Projections are available for download.