Marine Powerboat Instructor & Bosun (Level 5 Coaching apprenticeship )

Chieftain Training

Southampton (2 available locations)

Closes in 24 days (Monday 15 September 2025)

Posted on 22 August 2025

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Summary

Join us and be part of something bigger. This isn’t just a role—it’s your gateway into a vibrant marine career. Over 14–16 months, you'll balance time between college—working toward a Level 5 Coaching qualification—and hands-on, on-the-water experience at our training centres, taking lots of RYA and STCW courses. After that, you continue full-time.

• Wage:

  £15,015 a year

  Check minimum wage rates (opens in new tab)

  Years 2 salary £19,500–£24,000 (based on age & experience)

• Training course: Coaching professional (level 5)
• Hours: 5 day week inc. some weekends. Days and times to be confirmed.

  37 hours 30 minutes a week

• Start date:

  Tuesday 30 September 2025

• Duration:

  1 year 4 months

• Positions available:

  1

Work

Most of your apprenticeship is spent working. You’ll learn on the job by getting hands-on experience.

What you'll do at work

• Crew and then skipper powerboats and motorboats
• Assist Instructors as required
• Shadow experienced instructors and then begin instructing
• Assist with maintenance of our Southampton and Hamble training centres and equipment
• Assist with maintenance of our powered craft
• Conduct monthly safety checks
• Lifeguard and assist with our survival training courses

Where you'll work

You can select which locations you want to apply for in your application on Find an apprenticeship.

This apprenticeship is available in these locations:

• Chieftain Training, 26 Compass House Ensign Way, Southampton, SO314RA
• Chieftain House, 11 Harcourt Rd, Southampton, SO181GN

Training

Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.

Training provider

SOUTH HAMPSHIRE COLLEGE GROUP

Training course

Coaching professional (level 5)

Understanding apprenticeship levels (opens in new tab)

What you'll learn

Course contents

• Time management, including scheduling coaching sessions, and self-leadership to resolve conflicting priorities and ensure sufficient time for record keeping and other role activities
• Working with those receiving coaching to set clear goals, including visualisation techniques, setting timescales, validating their achievability, recording outcome-focused, prioritised action plans and monitoring progress towards goals
• Communication, including (but not limited to) descriptions of the coaching process and roles and responsibilities (including those related to boundaries and confidentiality), and the benefits of coaching in relation to the context of those receiving coaching
• Contracting with all relevant stakeholders, including logistics, preferences of the coach and those receiving coaching, considerations of the system within which the coaching relationship sits, goal setting, outcome realisation and contract conclusion. This includes holding oneself to high ethical standards, particularly in the areas of confidentiality (including when maintaining coaching records) and management of boundaries (including their own competence and values, relevant codes of ethics, and relevant legislation, policies and procedures)
• Stakeholder management, including a range of challenging and senior people, and focus on their agenda and outcomes throughout
• Rapport/trust building and maintenance, including recognition of the personal values, emotional state(s) and response of those receiving coaching, validating their understanding of themselves and their circumstances, dealing with difficult coaching relationships and ensuring non-dependence on the coach
• Deliver feedback in a style that is useful, acceptable, non-judgmental and meaningful to those receiving coaching
• Identification of patterns of thinking and limiting/enabling beliefs and actions
• Questioning techniques to raise the self-awareness of those receiving coaching, including asking open questions, broaching challenging subject areas (e.g. emotional state, characteristics of wider systems) and questioning untrue, limiting assumptions
• Uses several established tools and techniques to develop their own coherent model of coaching to help those receiving coaching work towards outcomes. Uses models and approaches from the context of those receiving coaching
• Demonstrates emotional intelligence, including demonstrating empathy and genuine support for those receiving coaching ("unconditional positive regard"), and adapting language and behaviour in response to the whole person of those receiving coaching
• Applies coaching theories, models and tools, techniques and ideas beyond the core communication skills in order to bring about insight and learning
• Identifies energy shifts within a coaching context, enabling these to be aired and addressed and managed
• Manages and celebrates diversity in their coaching practice, including demonstrating how diversity and inclusion informs their professional practice
• Demonstrates awareness of own values, beliefs and behaviours; recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the objectives of those receiving coaching and, where relevant, the sponsor
• Time management, including scheduling coaching sessions, and self-leadership to resolve conflicting priorities and ensure sufficient time for record keeping and other role activities
• Working with those receiving coaching to set clear goals, including visualisation techniques, setting timescales, validating their achievability, recording outcome-focused, prioritised action plans and monitoring progress towards goals
• Communication, including (but not limited to) descriptions of the coaching process and roles and responsibilities (including those related to boundaries and confidentiality), and the benefits of coaching in relation to the context of those receiving coaching
• Contracting with all relevant stakeholders, including logistics, preferences of the coach and those receiving coaching, considerations of the system within which the coaching relationship sits, goal setting, outcome realisation and contract conclusion. This includes holding oneself to high ethical standards, particularly in the areas of confidentiality (including when maintaining coaching records) and management of boundaries (including their own competence and values, relevant codes of ethics, and relevant legislation, policies and procedures)
• Stakeholder management, including a range of challenging and senior people, and focus on their agenda and outcomes throughout
• Rapport/trust building and maintenance, including recognition of the personal values, emotional state(s) and response of those receiving coaching, validating their understanding of themselves and their circumstances, dealing with difficult coaching relationships and ensuring non-dependence on the coach
• Deliver feedback in a style that is useful, acceptable, non-judgmental and meaningful to those receiving coaching
• Identification of patterns of thinking and limiting/enabling beliefs and actions
• Questioning techniques to raise the self-awareness of those receiving coaching, including asking open questions, broaching challenging subject areas (e.g. emotional state, characteristics of wider systems) and questioning untrue, limiting assumptions
• Uses several established tools and techniques to develop their own coherent model of coaching to help those receiving coaching work towards outcomes. Uses models and approaches from the context of those receiving coaching
• Demonstrates emotional intelligence, including demonstrating empathy and genuine support for those receiving coaching ("unconditional positive regard"), and adapting language and behaviour in response to the whole person of those receiving coaching
• Applies coaching theories, models and tools, techniques and ideas beyond the core communication skills in order to bring about insight and learning
• Identifies energy shifts within a coaching context, enabling these to be aired and addressed and managed
• Manages and celebrates diversity in their coaching practice, including demonstrating how diversity and inclusion informs their professional practice
• Demonstrates awareness of own values, beliefs and behaviours; recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the objectives of those receiving coaching and, where relevant, the sponsor

Training schedule

• 1 day a week at a Southern Hampshire College
• Regular RYA and STCW courses at our centre

More training information

• RYA Powerboat Instructor
• RYA Advanced Powerboat
• IMO Training Course for Instructors
• STCW Survival

Requirements

Essential qualifications

GCSE in:

• English (grade 4)
• Maths (grade 4)

Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.

Skills

• Communication skills
• Customer care skills
• Team working
• Initiative
• Physical fitness
• Boating background
• Engineering and or maintenance

Other requirements

Minimum age 18 due to health and safety.

About this employer

Chieftain Training is one of the UKs leading marine training companies for small craft, yachts and workboats. The centre is accredited by the RYA (Royal Yachting Association) and MCA (Maritime Coastguard Agency).

https://chieftain.training (opens in new tab)

Company benefits

Lots of training and certifications.

After this apprenticeship

A full-time position at Chieftain Training.

Ask a question

The contact for this apprenticeship is:

Chieftain Training

Doug Innes

recruitment@chieftain.training

The reference code for this apprenticeship is VAC1000338398.

Apply now

Closes in 24 days (Monday 15 September 2025)

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