Snowsport Instructors coach snow skiing, snowboarding or other snowsports.
Specialisations: Skiing Instructor, Snowboarding Instructor.
A qualification certified by the Australian Professional Snowsport Instructors Inc. is usually needed to work as a Snowsport Instructor.
Coaches, trains and instructs sportspersons by analysing performances and developing abilities.
Motivates sportspersons and supervises practice sessions.
Recruits players and other coaching staff.
Arranges entries into sporting competitions.
Promotes sports and skills development, and oversees the participation of young people in sport.
Officiates at sporting events to enforce rules.
Co-ordinates and directs sporting activities, and liaises with other officials to interpret and enforce rules and regulations relating to sport.
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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, Sports Coaches, Instructors and Officials, under the outlook section.
Earnings and hours
Around 41% of people employed as Snowsport Instructors work full-time hours, in all their jobs combined. This is 25 percentage points below the all jobs average (66%).
Full-time workers work an average of 42 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.
Employment across Australia
Employment by State and Territory (% Share)
|State||Snowsport Instructors||All Jobs Average|
Around 56% of Snowsport Instructors live outside of capital cities, compared with the all jobs average of 38%.
Victoria and New South Wales have a large share of employment relative to their 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 Snowsport Instructors is 25 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 43% of the workforce. This is 5 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||Snowsport Instructors||All Jobs Average|
|65 and Over||2.4||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
A qualification certified by the Australian Professional Snowsport Instructors Inc. is usually needed to work as a Snowsport Instructor.
- 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||Snowsport Instructors||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||6.9||10.1|
|Year 10 and below||3.0||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 Sports Coaches, Instructors and Officials who are reliable, caring, compassionate and empathetic, with the ability to provide good customer service.
Skills can be improved through training or experience.
Keeping track of how well work is progressing so you can make changes or improvements.
Teaching people how to do something.
66%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Measuring how well a system is working and how to improve it.
Talking to others.
Thinking about the pros and cons of different ways to solve a problem.
59%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Understanding why people react the way they do.
Listening to others, not interrupting, and asking good questions.
57%Coordination with others
Being adaptable and coordinating work with other people.
Figuring out the best way to teach or learn something new.
Bringing people together and trying to sort out their differences.
Talking people into changing their minds or their behaviour.
Managing your own and other peoples' time to get work done.
Being able to use what you have learnt to solve problems now and again in the future.
55%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Reading work related information.
Writing things for co-workers or customers.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Looking for ways to help people.
These are important topics, subjects or knowledge areas.
69%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English language including the meaning and spelling of words, rules of composition, and grammar.
60%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
55%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
50%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
49%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
40%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
40%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
Arithmetic, algebra, geometry, calculus, or statistics.
37%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
34%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Moving people or goods by air, rail, sea, or road.
32%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
29%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
26%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
25%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Workers use these physical and mental abilities..
Communicate by speaking.
Imagine how something will look after it is moved around or changed.
Speak clearly so others can understand you.
Use general rules to find answers or solve problems logically.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Use lots of detailed information to come up with answers or make general rules.
Listen to and understand what people say.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
57%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Come up with unusual or clever ideas, or creative ways to solve a problem.
Write in a way that people can understand.
Come up with different ways of grouping things.
Read and understand written information.
Identify and understand the speech of another person.
48%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Remember things like words, numbers, pictures, and procedures.
See details that are up-close (within a few feet).
See details that are far away.
Do two or more things at the same time.
Pay attention to something without being distracted.
These are kinds of activities workers regularly do in this job.
82%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
80%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
70%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
70%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
70%Building good relationships
Building good working relationships and keeping them over time.
66%Coordinating the work of a team
Getting members of a group to work together to finish a task.
66%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
65%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
63%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
62%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
Using your own ideas for developing, designing, or creating something new.
61%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
61%Giving expert advice
Providing guidance and expert advice to management or other groups.
60%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
60%Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
59%Making decisions and solving problems
Using information to work out the best solution and solve problems.
Convincing people to buy something or to change their minds or actions.
57%Researching and investigating
Looking for, getting and understanding different kinds of information.
56%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
43%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
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.
Working with people. Helping or providing service to others.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
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.
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.
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.
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.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
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.
98%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
Work with people in a group or team.
Talk on the telephone.
Talk with people face-to-face.
Compete with others, or be aware of competitive pressures.
Have freedom to decide on tasks, priorities, and goals.
88%Freedom to make decisions
Have freedom to make decision on your own.
Deal with conflict or disagreements.
Use electronic mail.
86%Lead or coordinate a team
Lead others to do work activities.
78%Contact with the public
Work with customers or the public.
78%Frequent decision making
Frequently make decisions that impact other people.
76%Physically close to people
Work physically close to other people.
76%Impact of decisions
Make decisions that have a large impact on other people.
75%Health and safety of others
Take responsibility for the health and safety of others.
Talk to a group of people.
72%Being exact or accurate
Be very exact or highly accurate.
71%Letters and memos
Write letters and memos.
Work to strict deadlines.
66%Outdoors, exposed to weather
Work outdoors, exposed to the weather.
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The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 27-2022.00 - Coaches and Scouts.