Fitness Instructors direct, instruct and guide individuals and groups in the pursuit of physical fitness and wellbeing.
Specialisations: Aerobics Instructor, Gym Instructor, Physical Fitness Trainer.
A certificate III or IV in fitness is usually needed to work as a Fitness Instructor.
consulting with various Health Professionals to develop and design fitness programs
designing individual fitness programs based on assessment of the client's age, level of fitness, goals and abilities
delivering group exercise classes and personal tuition in a variety of fitness activities in a safe and creative manner
demonstrating and teaching body movements and skills used in fitness routines
setting up and monitoring fitness equipment and ensuring that equipment is safe, clean and in working condition
teaching and advising on the use of fitness equipment
ensuring clients are aware of and adhere to safety and injury prevention procedures
reporting accidents and preparing accident reports
maintaining a working knowledge of current health and safety standards and ensuring working practices and procedures conform to current legislation
maintaining current first aid certificates
Vocational Education and Training (VET)
Informal or on-the-job
The NSC produces employment projections to show where likely future job opportunities may be. The latest data are for the five years from November 2021 to November 2026. Over this period, the number of workers:
- is expected to grow strongly
- is likely to reach 39,800 by 2026.
Source: National Skills Commission Employment Projections to 2026.
Notes: The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment projections figures are rounded to the nearest 100. Calculations based on these rounded figures may result in differences to the numbers that are displayed on this page. Employment projections data (including occupations) can be downloaded from the Employment Projections page.
Number of Workers
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and National Skills Commission Employment Projections to 2026.
Earnings and hours
Around 29% of people employed as Fitness Instructors work full-time hours, in all their jobs combined. This is 37 percentage points below the all jobs average (66%).
Full-time workers work an average of 45 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Employment across Australia
Employment by State and Territory (% Share)
|State||Fitness Instructors||All Jobs Average|
Around 68% of Fitness Instructors live in capital cities, compared with the all jobs average of 62%.
The regions with the largest share of workers are:
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Fitness Instructors is 35 years. This is younger than the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 60% of the workforce. This is 12 percentage points above the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Fitness Instructors||All Jobs Average|
|65 and Over||2.4||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
A certificate III or IV in fitness is usually needed to work as a Fitness Instructor.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Sport, Fitness and Recreation VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Fitness Instructors||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||5.7||10.1|
|Year 10 and below||2.8||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Fitness Instructors with good people skills, who are reliable and have an enthusiastic and positive attitude.
Skills can be improved through training or experience.
Teaching people how to do something.
Keeping track of how well work is progressing so you can make changes or improvements.
Figuring out the best way to teach or learn something new.
Looking for ways to help people.
Understanding why people react the way they do.
Talking to others.
Listening to others, not interrupting, and asking good questions.
43%Coordination with others
Being adaptable and coordinating work with other people.
Thinking about the pros and cons of different ways to solve a problem.
Talking people into changing their minds or their behaviour.
Reading work related information.
Being able to use what you have learnt to solve problems now and again in the future.
41%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Managing your own and other peoples' time to get work done.
39%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Writing things for co-workers or customers.
37%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Understanding needs and product requirements to create a design.
Measuring how well a system is working and how to improve it.
23%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
These are important topics, subjects or knowledge areas.
62%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
62%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
English language including the meaning and spelling of words, rules of composition, and grammar.
41%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
40%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
40%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
38%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
Arithmetic, algebra, geometry, calculus, or statistics.
34%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
33%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
32%Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
31%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
28%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
The physical laws of matter, motion and energy, and how they interact through space and time.
21%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
21%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Workers use these physical and mental abilities..
Use your abdominal and lower back muscles a number of times without 'giving out' or fatiguing.
Exercise for a long time without your muscles getting tired.
59%Whole body coordination
Move your arms, legs, and body together.
Bend, stretch, twist, or reach with your body, arms, and/or legs.
Exercise for a long time without getting winded or out of breath.
Communicate by speaking.
Listen to and understand what people say.
Speak clearly so others can understand you.
Lift, push, pull, or carry things.
Use your arms and/or legs at the same time while sitting, standing, or lying down.
Bend, stretch, twist, or reach with your body, arms, and/or legs, quickly a number of times.
See details that are far away.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Keep your balance or stay upright.
Quickly move your hand to grasp, manipulate, or assemble objects.
Identify and understand the speech of another person.
Use general rules to find answers or solve problems logically.
Use lots of detailed information to come up with answers or make general rules.
See details that are up-close (within a few feet).
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
These are kinds of activities workers regularly do in this job.
74%Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
72%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
67%Building good relationships
Building good working relationships and keeping them over time.
65%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
61%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
Using your own ideas for developing, designing, or creating something new.
57%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
55%Researching and investigating
Looking for, getting and understanding different kinds of information.
54%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
52%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
48%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
44%Making decisions and solving problems
Using information to work out the best solution and solve problems.
42%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
41%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
39%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
39%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
32%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
32%Explaining things to people
Helping people to understand and use information.
31%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
28%Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Working with people. Helping or providing service to others.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
94%Freedom to make decisions
Have freedom to make decision on your own.
91%Indoors, heat controlled
Work indoors with access to heating or cooling.
90%Spend time standing
Spend time standing at work.
Have freedom to decide on tasks, priorities, and goals.
Talk with people face-to-face.
87%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
86%Physically close to people
Work physically close to other people.
Use electronic mail.
Talk on the telephone.
69%Making repetitive motions
Spend time making repetitive motions.
69%Walking and running
Spend time walking and running.
68%Impact of decisions
Make decisions that have a large impact on other people.
68%Bending or twisting your body
Spend time bending or twisting your body.
67%Frequent decision making
Frequently make decisions that impact other people.
66%Contact with the public
Work with customers or the public.
Compete with others, or be aware of competitive pressures.
Talk to a group of people.
Work with people in a group or team.
61%Being exact or accurate
Be very exact or highly accurate.
61%Health and safety of others
Take responsibility for the health and safety of others.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 39-9031.00 - Fitness Trainers and Aerobics Instructors.