Often handed to AI
Task areas most often handled directively in observed AI conversations — candidates to delegate with light review.
- Teach instructional courses and advise students. · 0.4%
Coaches and Scouts
Occupation · SOC 27-2022.00
Instruct or coach groups or individuals in the fundamentals of sports for the primary purpose of competition. Demonstrate techniques and methods of participation. May evaluate athletes' strengths and weaknesses as possible recruits or to improve the athletes' technique to prepare them for competition. Those required to hold teaching certifications should be reported in the appropriate teaching category.
Also called: Basketball Coach · Coach · Football Coach · Track and Field Coach · Baseball Coach · Cross Country Coach · Gymnastics Coach · Soccer Coach · Softball Coach · Volleyball Coach · Athletic Coach · Athletic Instructor
Job family: Arts, Design, Entertainment, Sports, and Media Occupations
Take this to your AI
A source-stamped Markdown brief of this occupation — paste it into an agent, or fetch
/roles/role-27-2022-00/context.md directly.
AI work map
A fast read on where AI already shows up in this occupation, where it stays a copilot, where humans remain in the loop, and what the labor market is doing. Built from observed Claude.ai conversations mapped to O*NET tasks and from published research — measures of usage and exposure, not advice or predictions that the job is going away.
Use as a copilot
Task areas where people work with AI — iterating, learning, or checking — staying in the loop rather than handing the task off.
- Instruct individuals or groups in sports rules, game strategies, and performance principles, such as specific ways of moving the body, hands, or feet, to achieve desired results. · 2.2%
- Provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games, competitive events, or tours. · 1.3%
- Plan and direct physical conditioning programs that will enable athletes to achieve maximum performance. · 1.1%
Keep a human in the loop
Task areas where a human was still judged necessary in a large share of observed conversations — not a safety ruling, an observed-need signal.
- Explain and enforce safety rules and regulations. · 100.0% need a human
- Explain and demonstrate the use of sports and training equipment, such as trampolines or weights. · 97.9% need a human
- Teach instructional courses and advise students. · 97.7% need a human
Skills it runs on
The capabilities O*NET rates most important for this occupation — the human ground the work is built on.
See all skills →Market signal
Independent published positions, read together — not a forecast.
- About average employment outlook (+6.4% by 2034)
- 41,800 openings/yr
- Moderate AI exposure
- Observed AI use leans augmentation
- Median pay $45,920/yr
- Can largely be done remotely (teleworkable)
- A reversal from 2013 — rated low automation risk then (8th), high AI task-overlap now (51st)
51st-percentile task overlap — yet about 41,800 openings a year (+6.4% projected, BLS), and observed AI use leans 5519% copilot, not hand-off (AEI) . What exposure means →
AI & job outlook
What today's research says about this occupation's exposure to AI, how AI is actually being used in it, and where employment is headed. These are positions within published studies — measures of exposure and usage, not predictions that this job will disappear.
Exposure to current AI
Each study uses its own scale, so the raw scores are not comparable across rows — the percentile (this job's rank among all U.S. occupations with data) is the comparable figure, and sizes the bars.
| Measure | Rank vs all occupations | Percentile | Score |
|---|---|---|---|
| Overall AI exposure (Felten et al.) Moderate | 51st | 0.1 | |
| LLM task exposure, γ (OpenAI / Eloundou) Moderate | 45th | 0.5 | |
| AI assistant applicability (Microsoft) Moderate | 58th | 0.2 |
OpenAI's exposure study scores tasks three ways: with a language model alone (α 0.1), with simple added tooling (β 0.3), and including AI-powered software (γ 0.5). Higher means more of the job's tasks could be done at least twice as fast — not that they will be automated away.
Most of this job's tasks can be done remotely (Dingel–Neiman), which tends to track with higher digital and AI exposure.
Historical automation estimate (2013)
A pre-LLM (2013) estimate of how automatable this job is by computerization and robotics. Shown for historical context only — it is not part of any current AI ranking.
Frey–Osborne probability 0.0 · 8th percentile among occupations · Low
How AI is actually used in this job
Among measured AI assistant conversations mapped to this occupation (Anthropic Economic Index, 2026-01-15), these task types came up most. These are shares of observed AI conversations — not shares of the job, of worker time, or of what could be automated.
| Explain and enforce safety rules and regulations. | 0.7% | |
| Explain and demonstrate the use of sports and training equipment, such as trampolines or weights. | 0.4% | |
| Instruct individuals or groups in sports rules, game strategies, and performance principles, such as specific ways of moving the body, hands, or feet, to achieve desired results. | 0.3% | |
| Provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games, competitive events, or tours. | 0.3% | |
| Plan and direct physical conditioning programs that will enable athletes to achieve maximum performance. | 0.2% |
Job outlook
Independent U.S. Bureau of Labor Statistics employment projection for 2024–2034 — a labor-market forecast, not an AI-impact forecast.
| Outlook | About average · +6.4% by 2034 |
| Projected annual openings | 41,800 |
| Employment 2024 → 2034 | 306,500 → 326,000 |
“Annual openings” counts new jobs plus replacements for workers who leave the occupation, so it can be large even when growth is modest.
Where this work sits on the global GenAI gradient
The ILO's 2025 global study scores generative-AI exposure on the international ISCO-08 occupation system, not US SOC. Bridged through the published (and approximate, many-to-many) IBS O*NET-SOC ↔ ISCO-08 crosswalk, this US occupation corresponds to the international occupation below. Exposure here means how much of the work's tasks today's AI can attempt — task overlap, not automation, adoption, or jobs lost.
Coaches and Scouts sits at the 71st percentile of 427
occupations on the global GenAI task-exposure gradient
— exposure rose from 2023 to 2025. Each dot is one occupation; the
ringed one is this work. Exposure is task overlap, not automation or jobs lost.
37% mean task exposure (2025)
71st percentile of 427 placed occupations
+1 pts shift 2023 → 2025
| International occupation (ISCO-08) | Task exposure (2025) | Most tasks fall in |
|---|---|---|
| Sports Coaches, Instructors and Officials · 3422 | 37% | Minimal |
Read the whole six-band gradient on the GenAI exposure gradient page. The crosswalk is approximate: a US occupation can map to several international ones, and the ILO scores describe the international occupation, not this exact US role.
Working with AI in this job
How people actually apply AI to this occupation's tasks, from Claude.ai (Free and Pro) conversations in the Anthropic Economic Index, 2026-01-15. This is one AI assistant's consumer sample — not all AI, not the whole workforce. Autonomy and the collaboration mix are model-rated estimates; figures below the sample floor are hidden.
| Augmentation vs. automation | 55.2% working with AI · 28.6% handed to AI |
| Most common way people use AI here | Learning · you ask AI to explain or teach |
| Typical AI autonomy | 4.0 / 5 · higher = AI acts more independently |
| Used for work (vs. personal / coursework) | 5.3% |
What people delegate to AI
The role's most common tasks in AI conversations, each tagged with how people work with the AI on it. “Usage” is the share of observed conversations, not of the job.
| Task | How | Usage |
|---|---|---|
| Instruct individuals or groups in sports rules, game strategies, and performance principles, such as specific ways of moving the body, hands, or feet, to achieve desired results. | Learning | 2.2% |
| Provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games, competitive events, or tours. | Iteration | 1.3% |
| Plan and direct physical conditioning programs that will enable athletes to achieve maximum performance. | Iteration | 1.1% |
| Plan, organize, and conduct practice sessions. | Iteration | 0.5% |
| Explain and demonstrate the use of sports and training equipment, such as trampolines or weights. | Learning | 0.5% |
| Teach instructional courses and advise students. | Directive | 0.4% |
| Explain and enforce safety rules and regulations. | Learning | 0.4% |
| Evaluate athletes' skills and review performance records to determine their fitness and potential in a particular area of athletics. | — | 0.3% |
Where a human is still needed
Tasks where the model most often judged that a person remained necessary — a useful read on the current boundary, not a guarantee.
| Explain and enforce safety rules and regulations. | 100.0% | |
| Explain and demonstrate the use of sports and training equipment, such as trampolines or weights. | 97.9% | |
| Teach instructional courses and advise students. | 97.7% | |
| Plan, organize, and conduct practice sessions. | 96.1% | |
| Provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games, competitive events, or tours. | 92.8% | |
| Instruct individuals or groups in sports rules, game strategies, and performance principles, such as specific ways of moving the body, hands, or feet, to achieve desired results. | 92.6% |
What people most often hand AI here
Example prompts phrased from the tasks people most often delegate to AI in this occupation (Anthropic Economic Index). Each shows the underlying measured task and its share of observed AI use. They are suggested phrasings of real tasks — starting points, not endorsed instructions.
-
Help me instruct individuals or groups in sports rules, game strategies, and performance principles, such as specific ways of moving the body, hands, or feet, to achieve desired results.From: Instruct individuals or groups in sports rules, game strategies, and performance principles, such as specific ways of moving the body, hands, or feet, to achieve desired results. · 2.2% of measured AI use · learning
-
Help me provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games, competitive events, or tours.From: Provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games, competitive events, or tours. · 1.3% of measured AI use · task iteration
-
Help me plan and direct physical conditioning programs that will enable athletes to achieve maximum performance.From: Plan and direct physical conditioning programs that will enable athletes to achieve maximum performance. · 1.1% of measured AI use · task iteration
-
Help me plan, organize, and conduct practice sessions.From: Plan, organize, and conduct practice sessions. · 0.5% of measured AI use · task iteration
Tasks
All 28 tasks O*NET lists for this occupation, ordered by importance. Each links to its own page with AI-exposure and observed-use detail.
- Plan, organize, and conduct practice sessions. Core · importance 4.6
- Provide training direction, encouragement, motivation, and nutritional advice to prepare athletes for games, competitive events, or tours. Core · importance 4.5
- Adjust coaching techniques, based on the strengths and weaknesses of athletes. Core · importance 4.4
- Instruct individuals or groups in sports rules, game strategies, and performance principles, such as specific ways of moving the body, hands, or feet, to achieve desired results. Core · importance 4.4
- Plan strategies and choose team members for individual games or sports seasons. Core · importance 4.4
- Monitor the academic eligibility of student athletes. Core · importance 4.3
- Counsel student athletes on academic, athletic, and personal issues. Core · importance 4.3
- Analyze the strengths and weaknesses of opposing teams to develop game strategies. Core · importance 4.3
- Coordinate travel arrangements and travel with team to away contests. Core · importance 4.2
- Plan and direct physical conditioning programs that will enable athletes to achieve maximum performance. Supplemental · importance 4.2
- Evaluate athletes' skills and review performance records to determine their fitness and potential in a particular area of athletics. Core · importance 4.2
- Identify and recruit potential athletes by sending recruitment letters, meeting with recruits, and arranging and offering incentives, such as athletic scholarships. Supplemental · importance 4.2
- Monitor athletes' use of equipment to ensure safe and proper use. Core · importance 4.1
- Explain and enforce safety rules and regulations. Core · importance 4.1
- Keep abreast of changing rules, techniques, technologies, and philosophies relevant to their sport. Core · importance 4.1
- Hire, supervise, and work with extended coaching staff. Supplemental · importance 4.0
- Serve as organizer, leader, instructor, or referee for outdoor and indoor games, such as volleyball, football, and soccer. Supplemental · importance 4.0
- Teach instructional courses and advise students. Supplemental · importance 3.9
- Contact the parents of players to provide information and answer questions. Core · importance 3.8
- Develop and arrange competition schedules and programs. Supplemental · importance 3.8
- Oversee the development and management of the sports program budget and fundraising activities. Supplemental · importance 3.8
- Keep and review paper, computerized, and video records of athlete, team, and opposing team performance. Supplemental · importance 3.7
- Arrange and conduct sports-related activities, such as training camps, skill-improvement courses, clinics, and pre-season try-outs. Core · importance 3.6
- File scouting reports that detail player assessments, provide recommendations on athlete recruitment, and identify locations and individuals to be targeted for future recruitment efforts. Supplemental · importance 3.6
- Explain and demonstrate the use of sports and training equipment, such as trampolines or weights. Core · importance 3.6
- Select, acquire, store, and issue equipment and other materials as necessary. Supplemental · importance 3.4
- Perform activities that support a team or a specific sport, such as participating in community outreach activities, meeting with media representatives, and appearing at fundraising events. Core · importance 3.4
- Negotiate with professional athletes or their representatives to obtain services and arrange contracts. Supplemental
Work activities
- Coordinate athletic or sporting events or activities.
- Select staff, team members, or performers.
- Coach others.
- Evaluate skills of athletes or performers.
- Train others on performance techniques.
- Maintain knowledge of laws or regulations.
- Monitor performance of organizational members or partners.
- Monitor activities of individuals to ensure safety or compliance with rules.
- Advise athletes, coaches, or trainers on exercise regimens, nutrition, or equipment use.
- Select materials or props.
- Maintain inventories of materials, equipment, or products.
- Provide educational information to the public.
- Coordinate logistics for productions or events.
- Maintain records, documents, or other files.
- Promote products, activities, or organizations.
- Monitor student performance.
- Monitor student behavior, social development, or health.
- Evaluate characteristics of individuals to determine needs or eligibility.
- Participate in staffing decisions.
- Recruit personnel.
- Manage operations of artistic or entertainment departments or organizations.
Knowledge, skills & abilities
O*NET importance rating, from 1 (not important) to 5 (extremely important).
Transferable skills
| Instructing | 4.8 | |
| Social Perceptiveness | 4.0 | |
| Judgment and Decision Making | 4.0 | |
| Coordination | 3.9 | |
| Persuasion | 3.9 | |
| Complex Problem Solving | 3.9 | |
| Systems Analysis | 3.9 | |
| Time Management | 3.9 | |
| Management of Personnel Resources | 3.9 | |
| Service Orientation | 3.8 | |
| Negotiation | 3.6 | |
| Systems Evaluation | 3.6 |
Abilities
| Oral Expression | 4.6 | |
| Oral Comprehension | 4.1 | |
| Speech Recognition | 4.0 | |
| Speech Clarity | 4.0 | |
| Originality | 3.9 | |
| Information Ordering | 3.9 | |
| Written Comprehension | 3.8 | |
| Fluency of Ideas | 3.8 | |
| Problem Sensitivity | 3.8 | |
| Deductive Reasoning | 3.8 | |
| Inductive Reasoning | 3.8 | |
| Category Flexibility | 3.8 | |
| Near Vision | 3.6 | |
| Written Expression | 3.5 | |
| Visualization | 3.4 |
Essential skills
| Speaking | 4.4 | |
| Learning Strategies | 4.1 | |
| Monitoring | 4.1 | |
| Reading Comprehension | 4.0 | |
| Active Listening | 4.0 | |
| Critical Thinking | 4.0 | |
| Active Learning | 3.9 | |
| Writing | 3.6 |
Knowledge
| Education and Training | 3.8 | |
| English Language | 3.7 | |
| Administration and Management | 3.6 | |
| Psychology | 3.6 | |
| Customer and Personal Service | 3.5 |
Skills in demand
Skills employers ask for in job postings for this occupation (Lightcast), with whether each is a common or specialized skill.
Showing the top 40 of 46.
Tools & technology
Work context
How characteristic each condition is of the job, on O*NET's 1–5 context scale (higher = more present in day-to-day work). Each condition links to how it varies across all occupations.
How to get in
- Job zone
- Zone 4 — Job Zone Four: Considerable Preparation Needed
- Education
- Most of these occupations require a four-year bachelor's degree, but some do not.
- Typical entry-level education
- Bachelor's degree · BLS, the typical path — not a requirement
- Related experience
- A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
- Preparation level
- SVP (7.0 to < 8.0) — total schooling plus on-the-job experience.
What to study: Education , Parks, Recreation, Leisure, Fitness, and Kinesiology , Psychology . Fields of study crosswalked to this occupation (NCES CIP–SOC), not a requirement.
Education of current workers
Share of people in this occupation at each level of education.
| Bachelor's Degree | 48.9% | |
| Master's Degree | 19.4% | |
| Associate's Degree (or other 2-year degree) | 17.4% | |
| High School Diploma | 8.9% | |
| Less than a High School Diploma | 3.6% | |
| Doctoral Degree | 1.8% |
Interests & work styles
The interests and personal qualities O*NET associates with people who do this work.
Work styles
| Dependability | 10.0 | |
| Cooperation | 9.0 | |
| Achievement Orientation | 8.0 | |
| Social Orientation | 7.0 | |
| Self-Control | 6.0 | |
| Stress Tolerance | 5.0 | |
| Perseverance | 4.0 |
Interest areas
| Athletics | 6.8 | |
| Teaching/Education | 5.5 | |
| Professional Advising | 5.1 | |
| Public Speaking | 5.0 | |
| Management/Administration | 4.2 | |
| Social Service | 3.9 |
Career interests (Holland / RIASEC)
| Social | 5.3 | |
| Enterprising | 5.2 | |
| Realistic | 4.3 |
Wages & employment
U.S. · annual wages (BLS OEWS)
| 10th percentile | $27,490 |
| 25th percentile | $33,960 |
| Median (50th) | $45,920 |
| 75th percentile | $61,930 |
| 90th percentile | $93,980 |
| People employed | 250,940 |
Industries that employ this occupation
Where these workers are employed, by number of jobs (national, BLS OEWS). Pay shown is the occupation's national median, not industry-specific.
| Industry | Workers | National median pay |
|---|---|---|
| Educational Services · Sector | 174,730 | $45,810 |
| Arts, Entertainment, and Recreation · Sector | 63,720 | $46,550 |
| Fitness and Recreational Sports Centers · National industry | 23,930 | $41,620 |
| Other Services (except Public Administration) · Sector | 5,940 | $41,780 |
| Administrative and Support and Waste Management and Remediation Services · Sector | 800 | $62,410 |
| Health Care and Social Assistance · Sector | 710 | $47,410 |
| Accommodation and Food Services · Sector | 710 | $52,360 |
| Retail Trade · Sector | 70 | $37,160 |
| Sporting Goods Retailers · National industry | 70 | $37,240 |
| Information · Sector | — | $101,210 |
| Real Estate and Rental and Leasing · Sector | — | $49,810 |
| Management of Companies and Enterprises · Sector | — | $37,410 |
Where this work is most concentrated
Industries where this occupation is far more common than in the economy as a whole. The location quotient is how many times more concentrated it is here (a value of 5 means five times its economy-wide share).
| Industry | Concentration | Workers |
|---|---|---|
| Fitness and Recreational Sports Centers · National industry | 23.32× | 23,930 |
| Arts, Entertainment, and Recreation · Sector | 14.82× | 63,720 |
| Educational Services · Sector | 7.87× | 174,730 |
| Other Services (except Public Administration) · Sector | 0.82× | 5,940 |
| Administrative and Support and Waste Management and Remediation Services · Sector | 0.05× | 800 |
| Accommodation and Food Services · Sector | 0.03× | 710 |
| Health Care and Social Assistance · Sector | 0.02× | 710 |
Related occupations
Part of the Arts, Entertainment, & Design career cluster.
- Umpires, Referees, and Other Sports Officials · 27-2023.00 Compare →
- Athletes and Sports Competitors · 27-2021.00 Compare →
- Exercise Trainers and Group Fitness Instructors · 39-9031.00 Compare →
- Athletic Trainers · 29-9091.00 Compare →
- Self-Enrichment Teachers · 25-3021.00 Compare →
- Training and Development Specialists · 13-1151.00 Compare →
- Fitness and Wellness Coordinators · 11-9179.01 Compare →
- Recreation Workers · 39-9032.00 Compare →
- Training and Development Managers · 11-3131.00 Compare →
- Recreation and Fitness Studies Teachers, Postsecondary · 25-1193.00 Compare →
- Education Administrators, Kindergarten through Secondary · 11-9032.00 Compare →
- Instructional Coordinators · 25-9031.00 Compare →
Side-by-side comparisons place two occupations’ pay, preparation, skills, and AI exposure on the same page — same data, same scale, no forecast.
What you can do with this
Options the data surfaces for Coaches and Scouts — not advice or a forecast. Each is a real cross-link you can follow into the evidence.
Skills that travel
Capabilities this work builds that are used across many other occupations.
Adjacent roles
Occupations O*NET rates as related — the nearby moves on the map.
Paths in
How people typically prepare for this work.
- Bachelor's degree · typical entry level
- Job zone 4 — Job Zone Four: Considerable Preparation Needed · preparation tier
- Education · field of study
- Parks, Recreation, Leisure, Fitness, and Kinesiology · field of study
Zoom out
On the global GenAI exposure gradient this work sits around the 71st percentile of 427 international occupations.
Write a report on thisheadline · factoids · citation
Coaches and Scouts show 51st-percentile AI task overlap — and about 41,800 annual U.S. openings
- Coaches and Scouts rank in the 51st percentile (Moderate band) for AI task overlap across U.S. occupations — a measure of how much of the work today's AI can attempt, not how much is automated.Eloundou et al. (GPTs are GPTs) + Felten AIOE
- The occupation is projected to see about 41,800 U.S. job openings per year (2024–34), counting growth and replacement — a labor-demand projection made independently of AI.BLS Employment Projections 2024–34
- BLS projects employment to be about average (+6.4%) from 2024 to 2034.BLS Employment Projections 2024–34
- Median annual pay is $45,920, across about 250,940 U.S. workers.BLS OEWS (May 2024)
- Of the AI use actually observed for this work, 55% looks like augmentation (drafting, iterating, checking) rather than hands-off automation — from a Claude.ai usage sample, not a census.2026-01-15-v4-plus-2025-03-27-v2
Copy the whole kit
Coaches and Scouts show 51st-percentile AI task overlap — and about 41,800 annual U.S. openings • Coaches and Scouts rank in the 51st percentile (Moderate band) for AI task overlap across U.S. occupations — a measure of how much of the work today's AI can attempt, not how much is automated. (Eloundou et al. (GPTs are GPTs) + Felten AIOE) • The occupation is projected to see about 41,800 U.S. job openings per year (2024–34), counting growth and replacement — a labor-demand projection made independently of AI. (BLS Employment Projections 2024–34) • BLS projects employment to be about average (+6.4%) from 2024 to 2034. (BLS Employment Projections 2024–34) • Median annual pay is $45,920, across about 250,940 U.S. workers. (BLS OEWS (May 2024)) • Of the AI use actually observed for this work, 55% looks like augmentation (drafting, iterating, checking) rather than hands-off automation — from a Claude.ai usage sample, not a census. (2026-01-15-v4-plus-2025-03-27-v2) Source: Singulariki — "Coaches and Scouts". https://singulariki.com/roles/role-27-2022-00 Note: AI task overlap measures what today's AI can attempt, not automation, job loss, or a forecast.
AssetsShare imageMethodology & sourcesPress & newsroomThe newsroom
Every line is built only from figures this page already shows and cites. AI task overlap means what today's AI can attempt — not automation, job loss, or a forecast.
Sources for this page
Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.
- O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
- BLS Occupational Employment and Wage Statistics (OEWS) May 2024 U.S. Bureau of Labor Statistics
- BLS Employment Projections 2024–2034 U.S. Bureau of Labor Statistics
- Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
- Microsoft “Working with AI” working-with-ai Microsoft Research
- “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic
- AI Occupational Exposure (AIOE) Felten, Raj & Seamans academic
- ILO / Gmyrek et al. GenAI exposure gradient 2025 International Labour Organization
- IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022 Institute for Structural Research (IBS)
- Frey & Osborne (2013) frey-osborne-automation academic
- Dingel & Neiman (2020) dingel-neiman-workathome academic
Data compiled June 2, 2026. Figures are estimates, not advice.
Cite this page
Plain
Singulariki. "Coaches and Scouts." Singulariki: a source-backed encyclopedia of work. Built from O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130; AI Occupational Exposure (AIOE) Felten, Raj & Seamans; ILO / Gmyrek et al. GenAI exposure gradient 2025; IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022; Frey & Osborne (2013) frey-osborne-automation; Dingel & Neiman (2020) dingel-neiman-workathome. Accessed June 7, 2026. https://singulariki.com/roles/role-27-2022-00
APA
Singulariki. (2026). Coaches and Scouts. Singulariki: a source-backed encyclopedia of work. Retrieved June 7, 2026, from https://singulariki.com/roles/role-27-2022-00
BibTeX
@misc{singulariki-role-27-2022-00,
title = {Coaches and Scouts},
author = {{Singulariki}},
year = {2026},
note = {O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130; AI Occupational Exposure (AIOE) Felten, Raj & Seamans; ILO / Gmyrek et al. GenAI exposure gradient 2025; IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022; Frey & Osborne (2013) frey-osborne-automation; Dingel & Neiman (2020) dingel-neiman-workathome. Accessed June 7, 2026},
url = {https://singulariki.com/roles/role-27-2022-00}
} Citations name the underlying public dataset releases — they reflect what this page is built from, not just the URL.