Summary Report for:
39-9031.00 - Fitness Trainers and Aerobics Instructors
Instruct or coach groups or individuals in exercise activities and the fundamentals of sports. Demonstrate techniques and methods of participation. Observe participants and inform them of corrective measures necessary to improve their skills. Those required to hold teaching degrees should be reported in the appropriate teaching category.
Sample of reported job titles:
Personal Trainer, Aerobics Instructor, Fitness Instructor, Group Exercise Instructor, Group Fitness Instructor, Fitness Director, Fitness Technician, Fitness Coordinator, Fitness Trainer, Private Trainer
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Explain and enforce safety rules and regulations governing sports, recreational activities, and the use of exercise equipment.
- Offer alternatives during classes to accommodate different levels of fitness.
- Plan routines, choose appropriate music, and choose different movements for each set of muscles, depending on participants' capabilities and limitations.
- Observe participants and inform them of corrective measures necessary for skill improvement.
- Teach proper breathing techniques used during physical exertion.
- Instruct participants in maintaining exertion levels to maximize benefits from exercise routines.
- Teach and demonstrate use of gymnastic and training equipment such as trampolines and weights.
- Maintain fitness equipment.
- Conduct therapeutic, recreational, or athletic activities.
- Monitor participants' progress and adapt programs as needed.
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Knowledge
| Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
| Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
| Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
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Skills
| Instructing — Teaching others how to do something. |
| Speaking — Talking to others to convey information effectively. |
| Coordination — Adjusting actions in relation to others' actions. |
| Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Time Management — Managing one's own time and the time of others. |
| Service Orientation — Actively looking for ways to help people. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Equipment Selection — Determining the kind of tools and equipment needed to do a job. |
| Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. |
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Abilities
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath. |
| Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion. |
| Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects. |
| Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue. |
| Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing. |
| Speech Clarity — The ability to speak clearly so others can understand you. |
| Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
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Work Activities
| Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. |
| Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials. |
| Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
| Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. |
| Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
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Work Context
| Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Deal With External Customers — How important is it to work with external customers or the public in this job? |
| Spend Time Standing — How much does this job require standing? |
| Public Speaking — How often do you have to perform public speaking in this job? |
| Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
| Physical Proximity — To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
| Spend Time Walking and Running — How much does this job require walking and running? |
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Job Zone
| Title |
Job Zone Three: Medium Preparation Needed |
| Overall Experience |
Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. |
| Job Training |
Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. |
| Job Zone Examples |
These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include funeral directors, electricians, forest and conservation technicians, legal secretaries, interviewers, and insurance sales agents. |
| SVP Range |
(6.0 to < 7.0) |
| Education |
Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. Some may require a bachelor's degree. |
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Interests
Interest code: SRE
| Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
| Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. |
| Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. |
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Work Styles
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Integrity — Job requires being honest and ethical. |
| Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. |
| Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
| Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
| Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
| Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. |
| Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. |
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Work Values
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
| Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
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Related Occupations
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Wages & Employment Trends
National
| Median wages (2007) |
$13.31 hourly, $27,680 annual |
| Employment (2006) |
235,000 employees |
| Projected growth (2006-2016) |
Much faster than average (21% or higher)
|
| Projected need (2006-2016) |
107,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2007 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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