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Adapted Physical Education Specialists

SOC 25-2059.01Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers adapted physical education practice in K–12 public and special education settings, spanning individual student instruction, IEP collaboration, program design, and district-level leadership for students with a full range of physical, cognitive, and neurological disabilities.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Adapted physical education techniques — apply foundational methods under direct supervision to support students with disabilities in a structured school gymnasium setting.
  2. Instructional techniques — adjust basic delivery approaches to match the age and skill levels of students as directed by a supervising specialist in an inclusive PE environment.
  3. Student physical progress — conduct initial assessments using standardized protocols under mentorship to identify gross motor skill baselines in a special education program.
  4. Positive behavioral feedback — deliver structured verbal reinforcement to individual students to encourage participation and build confidence during adapted PE sessions.
  5. Classroom behavior standards — implement established routines and safety protocols to maintain an orderly and effective learning environment under supervisor guidance.
  6. Adapted PE service documentation — record student goals and session observations using word processing and spreadsheet software as part of an IEP-aligned reporting process.
  7. Screening instruments — assist a lead specialist in administering placement screenings to identify students appropriate for adapted physical education programs.
  8. Gross and perceptual motor skill activities — facilitate introductory exercises targeting foundational movement competencies for students with orthopedic or intellectual disabilities.
  9. Professional knowledge — demonstrate graduate-level understanding of psychology and therapy principles when planning entry-level adapted PE lesson components.
  10. Communication tools — use electronic mail and internet browser software to coordinate with supervising educators and access current adapted PE resources and research.
Developing
Mid-level / Established
  1. Adapted instructional techniques — independently design and deliver age-differentiated physical education lessons for students across a range of disability profiles in a public school setting.
  2. Individual and small-group instruction — facilitate targeted adapted PE sessions aligned to each student's IEP goals with reduced oversight in a self-contained or resource room environment.
  3. Student skill development — implement multi-session progressions in gross motor, perceptual motor, and sport skills for students with autism or traumatic brain injury in a district program.
  4. Physical fitness goals — monitor and adjust student exercise programming routinely to address individualized physical needs identified through ongoing assessment data.
  5. Safe learning environments — maintain consistent behavioral standards and proactively manage safety considerations for students with varied physical and cognitive needs across multiple class settings.
  6. Assessment data analysis — use database and spreadsheet software to analyze student progress data and generate reports that inform instructional adjustments within an adapted PE program.
  7. Placement recommendations — contribute informed recommendations to multidisciplinary IEP teams regarding student eligibility and placement in adapted physical education services.
  8. Positive student engagement — apply motivational strategies grounded in social perceptiveness and empathy to foster student appreciation for physical activity across disability categories.
  9. Collaborative communication — coordinate with general education PE teachers, paraprofessionals, and therapists using presentation and office suite tools to align student support strategies.
  10. Learning strategies — select and apply evidence-based instructional approaches tailored to diverse learning profiles for students with intellectual disabilities or multiple disabling conditions.
Proficient
Senior / Expert IC
  1. Adapted PE program implementation — autonomously design, deliver, and evaluate comprehensive adapted physical education programs across the full disability spectrum served by a district's special education division.
  2. Complex student assessment — conduct multidimensional physical and motor assessments for students with severe or multiple disabilities and translate findings into individualized, measurable IEP goals.
  3. Non-routine instructional problem-solving — apply critical thinking and inductive reasoning to develop novel instructional modifications when standard adapted PE techniques are insufficient for an atypical student profile.
  4. Perceptual and gross motor curricula — construct developmentally sequenced curricula targeting sport achievement, fitness, and motor skill domains for heterogeneous groups with orthopedic or neurological impairments.
  5. Student-centered feedback systems — design and implement structured positive reinforcement frameworks that sustain motivation and self-efficacy across long-term adapted PE service delivery.
  6. IEP contribution and advocacy — lead the adapted PE component of IEP development meetings, providing expert written and oral input grounded in assessment data and therapeutic knowledge.
  7. Behavioral environment management — establish and sustain proactive, student-responsive behavioral frameworks that ensure physical safety and maximize instructional time for high-need populations.
  8. Program data systems — develop and maintain comprehensive student-record databases and progress-monitoring tools that support compliance with federal and state special education mandates.
  9. Interdisciplinary collaboration — serve as the authoritative adapted PE resource for school psychologists, occupational therapists, and physicians in coordinating holistic student support plans.
  10. Professional literature application — critically evaluate emerging research in adapted physical education and systematically integrate validated practices into ongoing instructional refinement.
Advanced
Lead / Principal / Executive
  1. District-wide adapted PE framework — lead the design and implementation of a systemic adapted physical education curriculum aligned to IDEA requirements across all schools and disability populations in a large district.
  2. Specialist development and mentorship — direct the professional growth of emerging and developing adapted PE specialists through structured coaching, observation, and evidence-based feedback at an organizational scale.
  3. Program evaluation and systems improvement — conduct comprehensive evaluations of district adapted PE programs using systems-evaluation methods to identify gaps and drive continuous quality improvement.
  4. Strategic placement policy — establish district-level screening, eligibility, and placement protocols that ensure equitable, legally compliant access to adapted physical education services for all qualifying students.
  5. Organizational advocacy and leadership — represent adapted physical education interests to school boards, district administrators, and state education agencies, influencing policy decisions that affect students with disabilities.
  6. Cross-agency partnership development — forge and sustain formal partnerships with university programs, community health organizations, and rehabilitation agencies to expand adapted PE resources and expertise.
  7. Professional standards authorship — author district or statewide competency standards, curriculum guides, and best-practice publications that elevate the field of adapted physical education.
  8. Budget and resource stewardship — oversee the allocation of departmental budgets, technology infrastructure, and staff resources to sustain and scale high-quality adapted PE services across a diverse student population.
  9. Equity and inclusion strategy — develop and institutionalize policies that eliminate systemic barriers to participation in physical education for students with the most significant disabilities in general and specialized settings.
  10. Research translation and knowledge leadership — lead applied research initiatives or pilot programs, translating findings into actionable district strategies and presenting outcomes at state or national professional conferences.

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Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

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Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Source anchors that ground each statement

Related titles
Adapted Fitness Professional · Adapted Physical Activity Specialist · Adapted Physical Education Specialist (APE Specialist) · Adapted Physical Education Teacher (Adapted PE Teacher) · Adapted Physical Educator · Adaptive Physical Education Specialist (Adaptive PE Specialist) · Adaptive Physical Education Teacher (Adaptive PE Teacher) · Adaptive Physical Educator · Adaptive Skills Educator · Autism Motor Specialist · Certified Adapted Physical Educator · Certified Adaptive Physical Educator
RAPIDS apprenticeships
—
O*NET skills
InstructingSpeakingActive LearningSocial PerceptivenessActive ListeningService OrientationJudgment and Decision MakingWritingReading ComprehensionCritical ThinkingLearning StrategiesMonitoringCoordinationComplex Problem SolvingSystems EvaluationTime ManagementPersuasionSystems AnalysisManagement of Personnel Resources
Knowledge domains
Education and TrainingPsychologyEnglish LanguageTherapy and CounselingCustomer and Personal Service
Abilities
Oral ExpressionOral ComprehensionProblem SensitivityDeductive ReasoningNear VisionWritten ComprehensionWritten ExpressionSpeech RecognitionSpeech ClarityInductive Reasoning
Work styles
EmpathyDependabilityOptimismCooperationSocial OrientationSincerity
Technology
Data base user interface and query softwareElectronic mail softwareWeb page creation and editing softwareSpreadsheet softwareOffice suite softwarePresentation softwareWord processing softwareInternet browser software
Tasks · seed anchors for statements
  1. Adapt instructional techniques to the age and skill levels of students.
  2. Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement.
  3. Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals.
  4. Provide students positive feedback to encourage them and help them develop an appreciation for physical education.
  5. Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.
  6. Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition.
  7. Assess students' physical progress or needs.
  8. Assist in screening or placement of students in adapted physical education programs.
CIP education codes
13.100113.100313.100513.100613.100713.100813.100913.101113.101213.101313.101413.101613.1099

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me®, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith™ Durable Skills Framework. © 2026 EBSCOed.