Adapted Physical Education Specialists
Medium41.78%
Salary Range
Low (10th %)$43,530
Median$67,190
High (90th %)$114,360
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Provide individualized physical education instruction or services to children, youth, or adults with exceptional physical needs due to gross motor developmental delays or other impairments.
The occupation "Adapted Physical Education Specialists" has an automation risk of 41.8%, slightly below the base risk of 42.5%. This reflects a moderate vulnerability to automation; many core responsibilities involve standardized routines and instructional methods, but still require interpersonal and adaptive skills. The top three most automatable tasks in this field are: adapting instructional techniques to match students' age and skill levels, instructing students using adapted physical education techniques to improve physical and perceptual motor skills, and providing individualized or small-group instruction tailored to students' physical needs or goals. These activities, while specialized, involve repeatable procedures that can be partially codified or supported by technology, such as instructional planning software or virtual coaching tools, making them susceptible to automation. However, some tasks remain relatively resistant to automation due to their administrative or compliance-oriented nature. The three most resistant tasks are: maintaining inventory of instructional equipment and materials, requesting or ordering necessary physical education equipment, and reviewing adapted programs to ensure compliance with regulatory standards. These activities require regular, often manual, interventions and constant vigilance to changing standards and situational logistics. The judgment required for compliance review and the reliance on context-specific decision-making present significant hurdles to automated solutions, making these areas less attractive or feasible for technological substitution in the near future. A key bottleneck skill contributing to the partial resistance of the occupation is originality, measured at low to moderate levels (3.3% and 3.5%). Originality is essential for designing and adapting physical education curricula to fit a diverse array of student needs, preferences, and developmental abilities. Tasks demanding creativity, improvisation, and responsive problem-solving are less likely to be automated, as they require human intuition and sensitivity that artificial intelligence systems struggle to emulate. Despite the moderate automation risk, the need for innovative and responsive adaptation remains central to the profession, ensuring that specialists with high levels of creative skill will be valued even as automation technologies advance.
Filter by Automatable Status
Adapt instructional techniques to the age and skill levels of students.
Partially Automatable
Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement.
Non-Automatable
Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals.
Non-Automatable
Provide students positive feedback to encourage them and help them develop an appreciation for physical education.
Partially Automatable
Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.
Non-Automatable
Assess students' physical progress or needs.
Partially Automatable
Assist in screening or placement of students in adapted physical education programs.
Partially Automatable
Evaluate the motor needs of individual students to determine their need for adapted physical education services.
Non-Automatable
Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records.
Partially Automatable
Advise education professionals of students' physical abilities or disabilities and the accommodations required to enhance their school performance.
Partially Automatable
Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.
Partially Automatable
Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities.
Partially Automatable
Write reports to summarize student performance, social growth, or physical development.
Partially Automatable
Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education.
Non-Automatable
Review adapted physical education programs or practices to ensure compliance with government or other regulations.
Partially Automatable
Request or order physical education equipment, following standard procedures.
Automatable
Maintain inventory of instructional equipment, materials, or aids.
Partially Automatable
Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students.
Partially Automatable
Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition.
Non-Automatable
Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities.
Partially Automatable
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Monitoring Processes, Materials, or SurroundingsGetting InformationIdentifying Objects, Actions, and EventsInspecting Equipment, Structures, or MaterialsEstimating the Quantifiable Characteristics of Products, Events, or InformationJudging the Qualities of Objects, Services, or PeopleProcessing InformationEvaluating Information to Determine Compliance with StandardsAnalyzing Data or InformationMaking Decisions and Solving ProblemsThinking CreativelyUpdating and Using Relevant KnowledgeDeveloping Objectives and StrategiesScheduling Work and ActivitiesOrganizing, Planning, and Prioritizing WorkWorking with ComputersRepairing and Maintaining Electronic EquipmentDocumenting/Recording InformationDrafting, Laying Out, and Specifying Technical Devices, Parts, and EquipmentInterpreting the Meaning of Information for OthersCommunicating with Supervisors, Peers, or SubordinatesCommunicating with People Outside the OrganizationEstablishing and Maintaining Interpersonal RelationshipsAssisting and Caring for OthersSelling or Influencing OthersResolving Conflicts and Negotiating with OthersPerforming for or Working Directly with the PublicRepairing and Maintaining Mechanical EquipmentControlling Machines and ProcessesCoordinating the Work and Activities of OthersDeveloping and Building TeamsTraining and Teaching OthersGuiding, Directing, and Motivating SubordinatesCoaching and Developing OthersProviding Consultation and Advice to OthersPerforming Administrative ActivitiesStaffing Organizational UnitsMonitoring and Controlling ResourcesPerforming General Physical ActivitiesHandling and Moving ObjectsOperating Vehicles, Mechanized Devices, or Equipment
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School Psychologists
Medium38.83%
Diagnose and implement individual or schoolwide interventions or strategies to address educational, behavioral, or developmental issues that adversely impact educational functioning in a school. May address student learning and behavioral problems and counsel students or families. May design and implement performance plans, and evaluate performance. May consult with other school-based personnel.
Health Specialties Teachers, Postsecondary
Medium41.34%
Teach courses in health specialties, in fields such as dentistry, laboratory technology, medicine, pharmacy, public health, therapy, and veterinary medicine.
Recreation and Fitness Studies Teachers, Postsecondary
Medium40.67%
Teach courses pertaining to recreation, leisure, and fitness studies, including exercise physiology and facilities management. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.
Career/Technical Education Teachers, Postsecondary
Medium49.25%
Teach vocational courses intended to provide occupational training below the baccalaureate level in subjects such as construction, mechanics/repair, manufacturing, transportation, or cosmetology, primarily to students who have graduated from or left high school. Teaching takes place in public or private schools whose primary business is academic or vocational education.
Kindergarten Teachers, Except Special Education
Medium35.87%
Teach academic and social skills to kindergarten students.
Elementary School Teachers, Except Special Education
Medium36.78%
Teach academic and social skills to students at the elementary school level.
Middle School Teachers, Except Special and Career/Technical Education
Medium37.25%
Teach one or more subjects to students at the middle, intermediate, or junior high school level.
Career/Technical Education Teachers, Middle School
Medium36.48%
Teach occupational, vocational, career, or technical subjects to students at the middle, intermediate, or junior high school level.
Secondary School Teachers, Except Special and Career/Technical Education
Medium37.58%
Teach one or more subjects to students at the secondary school level.
Career/Technical Education Teachers, Secondary School
Medium34.25%
Teach occupational, vocational, career, or technical subjects to students at the secondary school level.
Special Education Teachers, Preschool
Medium40.31%
Teach academic, social, and life skills to preschool-aged students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
Special Education Teachers, Kindergarten
Medium39.17%
Teach academic, social, and life skills to kindergarten students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
Special Education Teachers, Elementary School
Medium40.00%
Teach academic, social, and life skills to elementary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
Special Education Teachers, Middle School
Medium35.57%
Teach academic, social, and life skills to middle school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
Special Education Teachers, Secondary School
Medium41.13%
Teach academic, social, and life skills to secondary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Medium43.22%
Teach or instruct out-of-school youths and adults in basic education, literacy, or English as a Second Language classes, or in classes for earning a high school equivalency credential.
Self-Enrichment Teachers
Medium43.48%
Teach or instruct individuals or groups for the primary purpose of self-enrichment or recreation, rather than for an occupational objective, educational attainment, competition, or fitness.
Tutors
Medium50.53%
Instruct individual students or small groups of students in academic subjects to support formal class instruction or to prepare students for standardized or admissions tests.
Instructional Coordinators
Medium49.06%
Develop instructional material, coordinate educational content, and incorporate current technology into instruction in order to provide guidelines to educators and instructors for developing curricula and conducting courses. May train and coach teachers. Includes educational consultants and specialists, and instructional material directors.
Teaching Assistants, Special Education
Medium37.50%
Assist a preschool, elementary, middle, or secondary school teacher to provide academic, social, or life skills to students who have learning, emotional, or physical disabilities. Serve in a position for which a teacher has primary responsibility for the design and implementation of educational programs and services.
Low Vision Therapists, Orientation and Mobility Specialists, and Vision Rehabilitation Therapists
Medium39.81%
Provide therapy to patients with visual impairments to improve their functioning in daily life activities. May train patients in activities such as computer use, communication skills, or home management skills.
Exercise Trainers and Group Fitness Instructors
Medium41.02%
Instruct or coach groups or individuals in exercise activities for the primary purpose of personal fitness. Demonstrate techniques and form, observe participants, and explain to them corrective measures necessary to improve their skills. Develop and implement individualized approaches to exercise.