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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.

AI-at-Work Competency Framework

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.
Subscriber feature

Authoritative source data identified for 998 occupations

How a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline; click a citation chip to verify the source.

Emerging
  1. AI-generated activity modifications — reviews AI-suggested adaptations for common physical education tasks (e.g., balance or motor skill drills) as a starting point, then cross-checks each suggestion against the student's IEP goals before use Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Developing
  1. Student progress documentation — delegates first-draft narrative summaries of student motor skill assessments to an AI writing assistant, then edits each summary for clinical accuracy and individualized context Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. Adapted lesson plan scaffolding — uses AI tools to generate initial lesson structures aligned to grade-level physical education standards, then revises content to reflect each student's disability-specific needs and behavioral supports.
Proficient
  1. Differentiated instructional sequencing — directs an AI assistant to map progressions of gross and perceptual motor skills across multiple ability levels, retaining final authority over pacing and task selection based on direct student observation 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..
  2. Behavior support language drafting — tasks an AI tool with generating positive reinforcement scripts and behavioral expectation statements, then refines tone and specificity to match the relational dynamics of individual students WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. IEP goal alignment checking — runs draft annual goals through an AI review prompt to flag gaps between stated physical education objectives and measurable benchmarks, applying professional judgment to accept or override each flag Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Advanced
  1. Program-level curriculum design — orchestrates an AI assistant through multi-step generation of a scope-and-sequence for an entire adapted physical education program, maintaining authorship of all disability-specific pedagogical decisions and legal compliance checkpoints 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..
  2. AI tool evaluation for APE contexts — assesses emerging AI-assisted assessment platforms (e.g., motion-capture or video analysis tools) for validity with students who have physical or cognitive disabilities, producing written guidance for district adoption or rejection WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Professional development facilitation — designs and leads training for general education colleagues on critically evaluating AI-generated accommodation suggestions in physical education settings, distinguishing high-automation-feasibility administrative tasks from the low-feasibility human relational core of the role Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Evidence pack
SAFI positioning
Top skill: Instructing
Score: 57.3 / 100
precision: category_estimate
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources: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.

Pathsmith Durable Skills Framework

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.
Subscriber feature

Ten durable-skill domains mapped to four proficiency/role levels for each occupation. Each statement is aligned to the Pathsmith taxonomy, derived from trusted grounding data and mapped to occupation-specific O*NET tasks and skills.

1Communication11 statements
Emerging
  1. Instructional language — delivers basic movement directions using simplified verbal cues and visual demonstrations to students with diverse disabilities 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.
  2. Parent communication — conveys student progress updates to families using accessible, jargon-free language during informal exchanges Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. IEP documentation — writes clear, measurable physical education goals in individualized education program language that aligns with student motor needs 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.
  2. Interdisciplinary reporting — communicates student assessment findings verbally to special education teams using structured observational data 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.
  3. Adaptive cueing — adjusts verbal, visual, and tactile instructional cues based on real-time student comprehension feedback during movement activities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Multidisciplinary team communication — presents adapted physical education evaluation results and program recommendations clearly to IEP teams including parents, therapists, and administrators 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.
  2. Behavioral communication — articulates behavioral expectations and positive reinforcement strategies through consistent, disability-responsive language that establishes orderly learning environments O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Assessment reporting — produces written progress reports documenting gross motor, perceptual motor, and fitness outcomes using precise, evidence-based language 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.
Exceeding
  1. Professional advocacy communication — authors program proposals, policy briefs, or professional publications that advance adapted physical education services for underserved student populations 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.
  2. Community and stakeholder engagement — delivers presentations to district leadership, parent organizations, and community partners that translate complex disability and motor development research into actionable program direction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mentorship communication — models and coaches emerging specialists in precision cueing, active listening with nonverbal learners, and disability-affirming instructional language Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership10 statements
Emerging
  1. Classroom environment leadership — establishes initial behavior standards and routines in adapted physical education settings to support safe, structured participation 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.
  2. Student encouragement — provides positive, specific feedback that motivates students with disabilities to attempt and persist through physical challenges O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Program coordination — takes initiative in coordinating adapted physical education services with general physical education teachers, paraprofessionals, and therapists to align student support 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.
  2. Student goal-setting leadership — guides students in understanding and owning their individualized physical education goals during instructional sessions 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.
Applying
  1. IEP team leadership — leads the development and advocacy of adapted physical education components within IEP meetings, taking responsibility for program outcomes and student placement decisions 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.
  2. Paraprofessional direction — assigns, trains, and monitors paraprofessional staff in appropriate physical assistance and instructional support techniques during adapted PE sessions 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.
  3. Program accountability — takes ownership of student physical fitness and motor skill outcomes across a caseload, adjusting program direction in response to data trends Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. District-level program leadership — designs and leads systemic adapted physical education program development, establishing service delivery models and assessment frameworks across schools 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.
  2. Professional field leadership — mentors pre-service adapted physical education teachers, supervises practicum placements, and contributes to the professional development of colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Advocacy leadership — leads cross-agency initiatives or legislative advocacy efforts that expand access to quality adapted physical education for students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition9 statements
Emerging
  1. Instructional self-monitoring — identifies when a motor activity or cueing strategy is not producing student engagement and recognizes the need to adjust approach Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning awareness — reflects on personal knowledge gaps in disability-specific motor development and identifies areas requiring further professional learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Lesson reflection — systematically reviews adapted physical education lesson outcomes against student IEP goals and adjusts future instructional plans based on identified gaps 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.
  2. Assessment strategy awareness — evaluates the appropriateness of selected motor assessment tools for specific disability populations before administering them 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.
Applying
  1. Instructional decision monitoring — continuously tracks the effectiveness of adapted techniques across sessions, recognizing when student plateau requires a fundamental strategy change rather than incremental adjustment 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.
  2. Professional bias awareness — examines personal assumptions about student capability related to disability category and consciously counters lowered expectations in goal-setting and instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Caseload cognitive planning — manages competing priorities across a diverse student caseload by deliberately planning cognitive and physical energy allocation across assessment, instruction, and documentation tasks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Expert practitioner reflection — models structured reflective practice for colleagues by publicly examining own instructional decisions, including misjudgments, to build a culture of professional learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Research-to-practice integration — monitors emerging adapted physical education research, critically evaluates its applicability to specific student populations served, and consciously integrates validated findings into practice 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.
4Critical Thinking10 statements
Emerging
  1. Student observation analysis — identifies observable patterns in student gross motor or perceptual motor performance that indicate a need for instructional modification 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.
  2. Placement consideration — applies basic eligibility criteria to determine whether a student may need adapted versus general physical education services O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Assessment data interpretation — analyzes standardized motor assessment results alongside observational data to form an evidence-based picture of student physical needs and program fit 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.
  2. Instructional hypothesis testing — generates and tests competing explanations for student performance difficulties, distinguishing between motivational, motor, sensory, and environmental factors 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.
Applying
  1. Individualized program reasoning — evaluates multiple sources of evidence including medical records, psychological reports, and motor assessments to construct logically justified adapted physical education programs 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.
  2. Disability-specific judgment — applies disability-category knowledge to distinguish between behaviors that require instructional adaptation versus those requiring behavioral or therapeutic intervention 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.
  3. Safety risk evaluation — systematically assesses environmental, equipment, and student-specific factors to determine activity modifications that eliminate injury risk without unnecessarily restricting participation 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.
Exceeding
  1. Program effectiveness critique — applies systematic inquiry methods to evaluate adapted physical education program outcomes at the caseload or district level, identifying structural assumptions that limit student achievement 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.
  2. Ethical reasoning — evaluates complex cases involving competing student, family, and institutional interests in placement and programming decisions, applying reasoned ethical frameworks to resolve conflicts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Assessment tool critique — analyzes the validity, reliability, and cultural appropriateness of standardized motor assessments for specific disability populations and advocates for improved evaluation practices 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.
5Collaboration10 statements
Emerging
  1. Team participation — contributes adapted physical education observations and updates within IEP team meetings and interdisciplinary conferences as a constructive team member 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.
  2. Paraprofessional cooperation — coordinates with assigned paraprofessionals to ensure physical assistance is safely and consistently applied during adapted PE activities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Therapist partnership — collaborates with occupational therapists, physical therapists, and speech-language pathologists to align motor goals and share instructional strategies that reinforce skill development across settings 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.
  2. General PE integration — works with general physical education teachers to design inclusive activities that allow students with disabilities to participate meaningfully alongside peers 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.
Applying
  1. IEP team co-construction — functions as an equal contributor in developing comprehensive IEP physical education goals, negotiating priorities with families, administrators, and related service providers toward shared student outcomes 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.
  2. Family collaboration — partners with families to understand student physical activity patterns at home, incorporates family priorities into programming, and co-evaluates progress toward goals 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.
  3. Cross-disciplinary case consultation — brings adapted physical education expertise into multidisciplinary case consultations to ensure motor and physical fitness dimensions of student needs are fully represented Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Community partnership development — builds collaborative relationships with community recreation programs, adaptive sports organizations, and healthcare providers to extend student physical activity opportunities beyond school 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.
  2. Collaborative program design — leads interdisciplinary teams in designing school-wide inclusive physical activity initiatives that integrate adapted and general physical education into unified service frameworks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Professional learning community leadership — facilitates collaborative inquiry among adapted and general physical educators to jointly solve persistent instructional challenges and share evidence-based practices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character10 statements
Emerging
  1. Disability dignity — treats every student with a disability with unconditional respect, avoiding pity-based or patronizing language during all instructional interactions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional responsibility — arrives prepared with adapted lesson materials, equipment modifications, and student IEP goals reviewed before each instructional session Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Confidentiality adherence — maintains strict confidentiality of student disability, assessment, and IEP information in all professional communications and documentation 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.
  2. Equitable advocacy — consistently advocates for equitable access to physical education for students with disabilities, even when institutional barriers or scheduling pressures discourage it 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.
Applying
  1. Ethical assessment practice — selects, administers, and interprets motor assessments with objectivity and transparency, reporting findings honestly even when results complicate program placement decisions 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.
  2. Professional accountability — accepts responsibility for student outcomes within the adapted physical education program, communicates setbacks transparently to families and IEP teams, and takes corrective action Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Cultural humility — examines and addresses personal cultural biases in how physical competence and disability are interpreted, ensuring instructional standards reflect each student's cultural and family context Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership modeling — establishes and upholds professional and ethical standards for adapted physical education practice within a school or district, addressing ethical violations through appropriate channels Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systemic equity action — identifies and challenges systemic inequities in how disability, race, and socioeconomic status intersect to limit access to quality adapted physical education services Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Role model integrity — consistently demonstrates professional character that earns the trust of students, families, colleagues, and administrators, serving as the ethical benchmark for the adapted PE profession in the local context Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity10 statements
Emerging
  1. Equipment adaptation — modifies standard physical education equipment using available materials to make activities accessible for students with orthopedic or sensory impairments 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.
  2. Activity variation — generates alternative versions of standard movement games that reduce motor demand barriers while preserving the physical and social goals of the activity 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.
Developing
  1. Novel instructional design — develops original adapted movement sequences that simultaneously address multiple IEP motor goals within a single engaging activity format 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.
  2. Motivational strategy invention — creates individualized reward systems, themed lessons, or student-interest-based activity frameworks that sustain engagement for students with autism or intellectual disabilities 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.
Applying
  1. Cross-disability curriculum design — constructs adapted physical education units that are simultaneously accessible across multiple disability categories in a shared instructional setting through layered modification design 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.
  2. Perceptual motor innovation — designs original perceptual motor skill progressions that bridge fundamental movement patterns to sport and game contexts in ways not addressed by existing curriculum resources 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.
  3. Environmental creativity — reconfigures physical spaces, boundaries, and sensory features of the gymnasium or outdoor environment to construct optimal learning conditions for students with sensory processing differences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Curriculum authorship — authors original adapted physical education curriculum frameworks or instructional resource libraries that are adopted by schools, districts, or professional organizations 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.
  2. Innovative assessment design — develops novel performance-based assessment tools that capture motor skill development in students whose disabilities make standardized instrument administration invalid 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.
  3. Cross-sector program innovation — creates new program models that integrate adapted physical education with community adaptive sports, family wellness, and transition planning in ways that expand student outcomes beyond traditional school boundaries Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset9 statements
Emerging
  1. Feedback receptivity — receives instructional feedback from supervising teachers or mentors regarding adapted physical education practice without defensiveness and applies suggested changes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student potential orientation — approaches each student's motor limitations as a current starting point rather than a fixed ceiling, communicating belief in growth through consistent encouragement 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.
Developing
  1. Continuous skill development — actively pursues professional development in emerging areas such as autism-specific motor interventions or assistive technology in physical education to expand instructional capacity 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.
  2. Persistence modeling — demonstrates visible persistence when initial instructional approaches fail to produce student progress, communicating that effort and adjustment are normal parts of motor skill development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Data-driven improvement — uses student motor assessment data across time to identify personal instructional patterns that limit student progress, treating these findings as growth opportunities rather than failures 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.
  2. Disability knowledge expansion — systematically deepens expertise in disability categories encountered in the caseload through formal coursework, peer consultation, and research review, viewing expertise as perpetually incomplete 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.
  3. Student resilience cultivation — deliberately designs adapted physical education experiences that place students in progressively challenging motor situations, building their capacity to persist through difficulty and reframe setbacks 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.
Exceeding
  1. Professional learning leadership — institutionalizes growth mindset principles within adapted physical education program culture by creating peer observation, data review, and collaborative problem-solving structures for all team members Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Field contribution through vulnerability — shares professional failures, program pivots, and hard-won instructional lessons publicly through professional writing, conference presentations, or mentorship to accelerate growth across the profession Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness9 statements
Emerging
  1. Attention regulation in instruction — maintains focused awareness of multiple students' motor behavior and safety simultaneously during adapted physical education sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional awareness with students — recognizes when a student with autism, intellectual disability, or traumatic brain injury is approaching emotional dysregulation during physical activity and pauses instruction accordingly 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.
Developing
  1. Intentional pacing — deliberately manages the sensory intensity, tempo, and cognitive load of adapted physical education lessons for students with sensory processing sensitivities or attentional challenges 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.
  2. Stress regulation during crisis — maintains professional composure and clear decision-making when a student experiences a behavioral crisis, medical event, or injury during physical education activity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Present-moment student assessment — sustains real-time observational attention during instruction, detecting subtle changes in student motor performance, fatigue, or engagement that require immediate programming adjustments 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.
  2. Intentional relationship presence — brings full attentional presence to individual student interactions during small-group instruction, communicating genuine interest in each student's physical experience and goals 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.
  3. Emotionally regulated feedback — delivers corrective feedback to students and families in emotionally regulated, measured tones even when discussing difficult assessment findings or behavioral concerns Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindful practice modeling — teaches students with disabilities explicit self-regulation, body awareness, and attentional focusing strategies within the physical education context as transferable life skills 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.
  2. Organizational mindfulness leadership — brings intentional awareness to systemic patterns in adapted physical education service delivery, identifying stress points and inefficiencies in program structures that affect student and staff wellbeing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude10 statements
Emerging
  1. Institutional persistence — continues advocating for student access to adapted physical education services when scheduling conflicts, resource limitations, or administrative inertia create obstacles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Slow-progress tolerance — sustains instructional effort and positive engagement with students whose motor skill development progresses in small, incremental steps over extended periods 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.
Developing
  1. Systemic barrier navigation — persists in securing appropriate program placements and services for students when evaluation results are disputed or IEP team consensus is difficult to achieve 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.
  2. Emotionally demanding caseload endurance — maintains professional effectiveness and student-centered focus when managing a caseload that includes students with complex behavioral, medical, and motor needs simultaneously Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Student advocacy persistence — continues pursuing equitable physical education access for a student with a disability through repeated IEP revisions, administrative escalation, or family support when initial efforts are unsuccessful 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.
  2. Professional isolation resilience — maintains quality practice and professional motivation when functioning as the sole adapted physical education specialist in a district with limited peer support or administrative understanding of the role Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Uncertainty management — makes sound instructional and placement decisions for students with rare or complex disability profiles where established protocols are absent and professional judgment must substitute for certainty 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.
Exceeding
  1. Systemic change endurance — sustains long-term advocacy campaigns for adapted physical education equity across multiple school years despite incremental progress, institutional resistance, and recurring setbacks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Courageous professional stance — publicly challenges unjust placement practices, inadequate disability accommodations, or professional conduct that harms students with disabilities, accepting the professional risk that accompanies principled dissent Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Crisis leadership under adversity — leads adapted physical education programs through significant institutional disruptions — such as budget cuts, school closures, or pandemic-related service interruptions — while protecting student IEP obligations and instructional continuity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
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.