Plan physical education programs to promote development of participants' physical attributes and social skills.

“Plan physical education programs to promote development of participants' physical attributes and social skills.” is a supplemental task performed by Exercise Trainers and Group Fitness Instructors. Among the occupation's 22 rated tasks, workers place it 10th by importance (#13 most important). About 67% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Develop educational programs, plans, or procedures. in Thinking Creatively

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E0. No direct exposure — current language models give little or no time savings on this task.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.00. Automation potential label: T1.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 0.002% share of AI-use records mapped to this task
• 100% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Other tasks in this occupation

• Observe participants and inform them of corrective measures necessary for skill improvement. · importance 4.9
• Offer alternatives during classes to accommodate different levels of fitness. · importance 4.8
• Plan routines, choose appropriate music, and choose different movements for each set of muscles, depending on participants' capabilities and limitations. · importance 4.8
• Monitor participants' progress and adapt programs as needed. · importance 4.8
• Evaluate individuals' abilities, needs, and physical conditions, and develop suitable training programs to meet any special requirements. · importance 4.5
• Instruct participants in maintaining exertion levels to maximize benefits from exercise routines. · importance 4.5
• Teach and demonstrate use of gymnastic and training equipment, such as trampolines and weights. · importance 4.5
• Explain and enforce safety rules and regulations governing sports, recreational activities, and the use of exercise equipment. · importance 4.4
• Teach proper breathing techniques used during physical exertion. · importance 4.2
• Maintain fitness equipment. · importance 4.1
• Provide students with information and resources regarding nutrition, weight control, and lifestyle issues. · importance 3.8
• Conduct therapeutic, recreational, or athletic activities. · importance 3.8
• Administer emergency first aid, wrap injuries, treat minor chronic disabilities, or refer injured persons to physicians. · importance 3.7
• Maintain equipment inventories, and select, store, or issue equipment as needed. · importance 3.7

See all tasks on the Exercise Trainers and Group Fitness Instructors page.

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
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-4567,
  title  = {Plan physical education programs to promote development of participants' physical attributes and social skills.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-4567}
}