EOSE Expertise

European Observatoire of Sport and Employment

With the support of its network of members and partners, EOSE has been able to cement its position in the sector as a sustainable, independent, non-profit civil society membership association and become recognised as an expert organisation acting as a focus for skills and workforce development in the sport and physical activity sector across Europe.




EOSE is working to pursue its overall vision for the sector and to provide a range of services and activities based on significant experience and expertise:

As an Adviser

Providing advice on the identification of the realities of the sector as well as priority actions to be implemented.

As a Partner

Leading or providing support and expertise to implement national and/or EU/Int. projects.

As a Facilitator

Supporting exchanges and debates between key stakeholders from the sector at the national and EU level.

As a Consultancy

Commissioned to undertake a range of services and provide expert support in various specialist areas.

As a Networker

Using its networks to expand the reach and impact of project work and the use of innovative tools.

The areas of Expertise

EOSE has developed a reputation and built-up respect in the field of education and employment in sport through the delivery of a successful series of transnational and innovative projects.

Research and analysis


Labour Market Intelligence, research strategies, questionnaire design and analysis

Project development and management


Project development, design, management and administration

EU policies and new initiatives


Particularly at European level, in education, employment and sport

Technical expertise in identifying and meeting skill needs


Occupational and functional mapping, Competence Standards development, Qualification design

Workforce development planning


Developing strategic approaches to ensure the involvement of people with the right skills

Sport and education systems


Systems analysis

“Sport: all forms of physical activity which, through casual or organised participation, aim at expressing or improving physical fitness and mental well-being, forming social relationships or obtaining results in competition at all levels”

Definition from the Council of Europe

7 Step Model


To respond to the education and training challenges of the sector and ensure that the sector delivers its potential, EOSE has developed a co-ordinated response entitles the Lifelong Learning Strategy for Sport and Physical Activity (7 Step Model).


The first step consists of conducting Labour Market Intelligence (LMI) to collect data from various sources using a range of techniques to be able to understand the characteristics of the sector and its current labour market (paid and unpaid), to assess the potential for growth and change and to identify the priorities areas.

It aims at:

  • Assess how well the labour market is functioning and the appropriateness of VET systems
  • Identify the potential for growth and future skills priorities
  • Highlight the strongest needs of employers and the labour market.

This can be considered as the starting point for the development of occupational standards and qualifications or training programmes aimed at developing the priority occupations in the workforce.


Step 2 is a natural progression from Step1 and all data collected about the labour market can be used to inform the Occupational
Map. Both Steps can be combined to provide a comprehensive and concise overview of the sector, the employment related issues
and the common job roles and key occupational areas.

It aims at:

  • Provide context and background for the development of Occupational Standards and Education and Training strategies
  • Provide a concise and comprehensive overview of the sector or sub-sector or individual sport
  • Mapping of the key occupational areas and common job roles in an industry/sector, a sub-sector or an individual sport
  • Identify the key occupations and job roles, trends and challenges affecting the workforce
  • Track the economic contribution of the sector, and impact on wider social agendas.

The Occupational Map contributes to the context and background for the development of Occupational Standards and Education and Training strategies for a sector, a sub-sector or an occupation.


Step 3 of 7 Step Model consists of developing occupational descriptors for the main occupations and job roles in the
sector/sub-sector or individual sport identified within the Occupational Map.

The aim of this step is to :

  • Identify key tasks, skills and attributes which relate to a specific occupation
  • Provide a breakdown of knowledge, qualifications and career routes
  • Development of occupational descriptors for main occupations and job roles
  • Discern a common title for roles that are essentially similar and identify commonality.

Occupational descriptors identify key tasks, skills and attributes which relate to a specific occupation as well as knowledge, qualifications and career routes, and therefore become a useful reference point for the development of occupational standards and qualifications and identifying career routes


The Functional Map is a graphic representation that describes the work activities taking place across an occupational sector or a specific sport.

Indeed, Functional Maps may be developed with different initial levels:

  • an occupational sector (e.g. Health and Fitness, Outdoors)
  • a specific sport (e.g. Golf, Basketball, Tennis)
  • a specific occupation (e.g. Coaches, Referees).

It aims at:

  • Include a complete breakdown of all functions carried out by individuals
  • Provide a starting point for the formulation of Occupational Standards

Functional maps set out a framework from which occupational standards can be drawn and developed but they are not the occupational standards themselves.


The Competence Framework is made up of Occupational Standards which are units of competence which describe the skills and knowledge necessary to work in a sector. 

The Occupational Standards are an extension of the Functional Map where each “key function” is simply broken down further to a level which describes what individuals in any occupation should be able to do, the standard they should achieve and the knowledge and understanding they need.

The Competence Framework is meant to:

  • Outline the minimum core competences, knowledge and skills required
  • Set a benchmark by which training organisations can measure their qualifications and training courses
  • Ensure training providers provide individuals with labour market relevant skills and competences

Step 6 is the point in the strategy where there is cross over from the area of employment to the area of education. The guide to Qualifications and Learning Outcomes (“the set of competence, skills and knowledge an individual acquires and/or is able to demonstrate after completion of a learning process” CEDEFOP, 2003) describes the guidance from the sector to education and training providers and national qualifications authorities concerning the development of learning programmes which help people reach the competence required for employment in the sector (matching the requirements in the occupational standards).

It is meant to:

  • Provide a reference point to ensure there is a link between education and employment
  • Allow training providers to create units of learning in line with Occupational Standards
  • Provide a guide to teaching, credit and assessment strategies

When looking at a sector as a whole, it is essential that there is trust and confidence from all stakeholders in the education and skills development system.

The last step of the LLL Strategy is embedding a crucial process that shall:

  • Ensure the efficient implementation of VET systems. It is directly related to the “verification” and “accreditation” of qualifications being delivered by training or education providers.
  • Promote confidence amongst employers, professionals, providers and the public Ensure education and training providers issuing certificates are subjected to a quality assurance process that can be trusted to ensure consistency.

"We were looking for an experienced partner in the sphere of EU funded projects and EOSE more than delivered. They managed to analyse the innovative educational outputs from the “PVGW” project in a clear and transparent way. We saw an immediate increase in the usage of the outputs after applying the modifications EOSE suggested. They took the time to understand our needs and the ones from our affiliated partners, the feedback from everyone involved was more than great. We wholeheartedly recommend EOSE to everyone we know and we are already continuing our fruitful cooperation through the follow up transnational project PVGW2.0."

Vuk Karanovic
Head of Development Department
European Volleyball Confederation (CEV)

"WADA is currently engaging with EOSE to support the development of their new Global Learning and Development Framework. With EOSE’s many years of expertise in workforce development, professional or occupational standards creation within the sport sector, their experience and insight is adding value to our work. We also respect the independent view that the EOSE staff bring and their contribution has been professional and extremely supportive.”

Amanda Hudson
Education Director, the World Anti-Doping Agency (WADA)

"We have been delighted to continue work with EOSE on the EDUGOLF project to update and develop new standards and modernise education for golf professionals. We appreciated the project management of EOSE and the EOSE 7 Step Model which provided a structure for the standards and training material we needed to reform golf education.“

Ian Randell
Chief Executive
Confederation of Professional Golf (CPG)

"It is a great honour to be a member of EOSE! The EOSE team coordinates and contributes perfectly to various sports projects. They have very strong organisational and documentation skills. It was very inspiring to work with the EOSE team on the Erasmus+ V4V project. Thanks to them, many new skills and knowledge can be obtained. Being a member of EOSE facilitates access to a large international network in the field of sport.

Heidi Pihlak
Office Manager/Project Manager
The Estonian Foundation of Sports Education and Information

"Working alongside EOSE has been a very fruitful opportunity to engage with the most updated labour-related sector needs and state of the art regarding the current situation of the sports employment market. During several years UPM have partnered with EOSE, we have been able to understand the bigger picture of the demands and expectations of employers, education providers and workers during the first decades of the current century. Collaborating with EOSE has brought us to the larger European context, and hopefully we have given them valuable and interesting information about the Spanish situation."

Javier Pérez Tejero
Professor at the Faculty of Physical Activity and Sport Sciences - INEF
Universidad Politécnica de Madrid “Fundación Sanitas“ Chair for Inclusive Sport Studies Director

"As a member of EOSE, LUNEX University develops close connections with European partners and together we aim at a better recognition of the sport sector in Luxembourg and Europe. This is achieved under the strong leadership of EOSE which regularly update its members on the latest policies and figures on the development of the sector. LUNEX is also very pleased to take an active role in contributing to European projects led by EOSE, the latest in date on unveiling the new forms of employment in sport which reveals future trends of the sport sector."

Mathieu Winand
Professor and Head of Department International Sports Management
LUNEX University

"The FNPSL is very pleased to have joined the EOSE network for the past two years. The various exchanges with European partners and privileged access to the results of the work carried out by EOSE have allowed us to develop a deeper understanding of the European context of employment in sport, its challenges, and its opportunities, and to put it into perspective with the situation in France. FNPSL is also delighted to have been able to participate in its first Erasmus+ project under the great leadership of EOSE and wishes to continue the joint work towards better recognition of the sports sector."

Corentin Bonnegent
Head of International Projects
Fédération Nationale Profession Sport et Loisirs (FNPSL)

"A one-year-long experience as an EOSE member has brought several positive moments. First, it was the annual Members’ Seminar and General Assembly full of new contacts, observing and sharing current occupational trends in European sports. We also appreciated an inspirational insight into the topic of micro-credentials at the Capacity Building Workshop. We are looking forward to new topics and cooperation that we could utilise in research and teaching on the potential of sports for tackling social problems, adapting it for people with specific needs and mainstreaming the good practice."

Arnošt Svoboda
Assistant Professor at the Faculty of Physical Culture
Palacký University Olomouc
Czech Republic

"Leeds Beckett University has been part of the EOSE family for almost 10 years. We have been delighted to play our part in European projects that promote cross-border cooperation and mutual learning. We look forward to continued collaboration with our European neighbours under the knowledgeable guidance of our EOSE colleagues.“

Stephen Robson
Course Director
Leeds Beckett University

"We consider the membership in EOSE as an advantage, a new level for our academic and research developments. The extraordinary work that EOSE has materialized till now in terms of the education of trainers and coaches based on learning outcomes that refer directly to the needs of society and the requirements for qualifications in the job market, indeed is the best service that academic sports institutions can provide in respect of education and training in sport professions.“

Prof. Agron Kasa
Rector of Sports University of Tirana
Prof. Arben Kaçurri
Director of Sports Research Institute - Sports University of Tirana

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