Professionalization of Exercise Physiologyonline     


         ISSN 1099-5862   Vol 7 No 2  February 2004 
 

 

 
 
Editor-in-Chief:   Tommy Boone, PhD, MPH, MA, FASEP, EPC
 
 
Indifference to Professional Standards is Irresponsible Behavior
Tommy Boone, PhD, MPH, MA, FASEP, EPC
Professor and Chair
Department of Exercise Physiology
The College of St. Scholastica 
Duluth, MN 55811
 
“Professional ethics has to do with the moral character and the sum of obligations that pertain to the practice of a profession.”  --  Richard M. Gula, S.S. [1]
A few days ago, a young man walked into my office to get information about graduate school.  He mentioned that he had been working alongside nurses and physical therapists in cardiac rehabilitation.  When I asked him about his job, he expressed disappointment.  “Why isn’t there accountability in the academics?”  He then said: 
“When I was in school, I knew that my degree title was physical education with a concentration in exercise science.  But, I was led to think I that I was studying for much more.  At times, I think I should have known that something was wrong.  I trusted my college teachers.  They lied to me. Where I work, nurses supervise exercise physiologists.  I don’t feel that I get the respect that physical therapists get or even the PT assistants.  It is frustrating.  I still don’t understand why my salary is so low compared to nurses or physical therapists.  When I ask my professors, they say: ‘That is the way it is. Get a master’s degree or get a degree in nursing or physical therapy?”  That’s their answer to my 4-year degree.’  They take no responsibility at all.  There’s no accountability.  And, the lack of interest in changing the undergraduate major blows me away.  Professors seem indifferent to my job problems and unwilling to do something about their irresponsible behavior.  Their attitude seems to be that they are not accountable for the academic major and the fact that it is not a professional degree.  No one is holding anyone accountable to professional standards.  It is a mess.  The professors’ attitude and indifference can’t go unchallenged much longer.”
It is striking that exercise physiologists who work in academia lack some kind of “code of ethics” for sharing with students and talking among themselves about exercise physiology.  Many of us agree with the young man’s comments.  Perhaps not having a “code” to help guide the professors’ thinking is part of the problem.  No formal statement regarding an ethical standard leads to any objective accountability.  Is this the reason for the “lack of interest” in undergraduate accreditation?  Is it also likely that the problem extends to the department chairs?  After all, they are responsible to the students, faculty, administrators, parents, and promoting standards of competence and evaluating and updating academic programs.  If so, what can exercise physiologists do to influence the review of undergraduate programs?

Ethics in Exercise Physiology
If there ever was a late-comer in acknowledging their indifference to professional standards and the total sum of obligations that pertain to academic major and the practice of a profession, it is exercise physiology.  Practically no attention whatsoever has been given to the ethical problems that have resulted from meaningless outdated undergraduate academic majors with concentrations.  Unlike most other professions, the undergraduate majors that, as a general rule, allow for the title, Exercise Physiologist is a failure in completing the transition from physical education to an actual degree in exercise physiology.  A recently published resource demonstrates the lack of professional attention to this problem [2, 3]. 

The particular interest of this article is the continued indifference to the professional standards that arise from within the academic departments of any institution that reports to graduate exercise physiologists.  The intended audience of this article:  (1) is the academic exercise physiologists who teach students who take courses that constitute an academic concentration without informing the students that they cannot call themselves exercise physiologists; and (2) is the leadership (chairs, directors, and deans) that oversees the credibility and integrity of the academic major.  Both are responsible to the students and their parents in carrying out the institution’s mission and purpose of an education (i.e., the universal expectation of professional development and financial stability). 

Moral responsibilities in teaching are required not merely because teachers are expected to be moral examples to their students, nor merely to gain promotion or tenure.  Though these are important, they are not enough.  Teachers ought to be guided by values that are in accord with what contributes to developing an educationally sound framework for professional responsibilities in exercise physiology.  These values define “being professional” or “standing for something”.  They reflect the commitment to acquire knowledge and hands-on skills, the application of the knowledge and skills in accordance to standards of excellence and conduct, and to serve the public with good moral character. 

Academic Abuse vs. Character
Teachers who are indifferent to the failed academic programs they support by not arguing for significant changes are not acting in the best interest of their students.  One might even conclude that they are seeking to advance their own interests at the expense of the well being of their students.  If this is true, especially among exercise physiologists who resist the idea to be an exercise physiologist is to be a member of the American Society of Exercise Physiologists, the resistance is publicly declared from the negative connotations associated with being a member of ASEP.  Yet, the positive meaning of being an ASEP exercise physiologist connotes a specialized healthcare competence, a commitment to academic credibility through accreditation, integrity with board certification, and a professional commitment to serve society. 

If these are features everyone wants to consider characteristic of all healthcare professions as well, “What are academic exercise physiologists going to do about the converting a kinesiology degree with an emphasis in exercise physiology to an academic degree in exercise physiology?”  And, another important question, “How are academic exercise physiologists going to address the perspective of character that underpins the change?”  The moral character of exercise physiologists is revealed in the moral (and professional) responsibilities they assume in facilitating curriculum changes and in what they say about career opportunities to their students. 

The importance of character is clearly vital to the paradigm shift in exercise physiology.  The academic exercise physiologist ought to display a strong will (1) for service without regard to professional recognition; and (2) that honors a professional commitment to an academic major with integrity regardless of other pressures.  Good moral character shows itself in actions that affirm the students’ expectation when they enter the academic major.  Bad character shows itself in self-indulgent behaviors (such as my research and interests come before student questions and concerns), self-serving (such as belittling students in front of others) when questions are asked in class), and self-protecting behaviors (such as groupthink).  Bad character emerges from bad habits that reflect beliefs that are no longer right.   Although they may be common, they are still unprofessional and irresponsible behavior. 

Good character comes from doing what is right, from having a vision that conforms to accountable, institutional thinking fashioned from professionalism.  The ASEP leadership believes that the images of exercise physiologists as healthcare professionals provide the power to influence perception.  Attention to character and vision brings exercise physiology face-to-face with clearing our vision of the sports medicine illusion.  Acquiring the right character on behalf of our students involves embracing the right vision so that exercise physiologists can see the reality of which has not been available to them. 

Trustworthy Professors
It is unthinkable that exercise physiologists could be successful in healthcare without being trustworthy.  Professors are expected to be trustworthy.  If trust is betrayed in the classroom and academic major, the harm caused can be immense.  Among the indicators of trustworthiness are the following: (1) ensuring that the academic major is organized with credible courses and professors with integrity; (2) fulfilling the moral obligations of department to the commitment of professional development; (3) continuing to refine career opportunities through ongoing networking in society; (4) sustaining commitments to alumni, resources, and professional relationships; and (5) acknowledging the limits of exercise physiology as an evolving healthcare profession.

Responsible behavior begins with prudence (i.e., being careful and deliberate in making the right decision).  Prudence therefore requires an honest openness to the reality that of what is really going on within the hundreds of departments across the United States.  Prudent professors seek understanding of what isn’t right and how it should be corrected.  They are willing to learn.  They are willing to discover the illusions of stay under the politics of sports medicine, and they are open to the experiences of others.  They are interested in educating students who have a desire to develop competence in the specialized body of knowledge.  Continued study, reflection, and professional development are critical commitments to developing a self-giving relationship with students.

Being irresponsible to the students’ needs is not right.  Professions emerge on the backs of responsible and prudent behaviors.  Students who enter an academic major expect returns, much like the belief that education serves to benefit society and medicine serves to heal.  Those who enter the profession of exercise physiology to advance themselves expect their professors to conduct themselves in ways that further the mission of the profession.  In return, the duty of the profession is to represent the members in faithful and accountable ways.  This is also the duty of the academic departments.  The duty of the administrators and faculty is to “go the extra mile”.  This means giving time for critical changes within the department for professional development of exercise physiology. 

Accountability 
Indifference is never a mark of professionalism.  Accountability is the mark of professionalism.  Department chairs and faculty must recognize this point if they are to represent themselves as professionals.  They must establish a common set of course work and hands-on laboratory experiences if students are going to be prepared to sit for the Exercise Physiologist Certified (EPC) exam.  The presence of accountability implies that the course of study, the students’ standards of competence, and the values placed on exercise physiology represent the department’s commitment to the profession. 

The majority of academic departments fall short of satisfying the accountability criterion.  But at the present time, the presence of exercise physiology programs is small.  The values and standards of the profession of exercise physiology are not generally articulated in the traditional programs of physical education, kinesiology, or exercise science.  The absence of an understanding of the evolving nature of exercise physiologists as healthcare practitioners leaves many departments without an official endorsement of a shared vision, standards, and future. 

While professors may have high standards for themselves, these are inadequate for controlling behavior of individuals that is not part of a collective body of professional standards.  The lack of consistency in academic course work, standards of performance, and structures of accountability leaves these programs lacking in integrity and character.  This is a critical reflection in order to help avoid the inevitable criticism that awaits departments that fail to exercise professional reflection.  Exercise physiologists need to do more work in this area.  The inequality of career opportunities makes it necessary to be morally responsible.  Students need their professors working for them.  They need the commitment from their professors if they are going to be liberated from the influence of yesterday’s thinking.

Summary
The power and authority that derives from a professional organization of exercise physiologists are important.  The symbolic significance adds immeasurably to handling the inequality among graduates.  How exercise physiologists exercise their power is the key to their future. 


References
1. Gula, R. M. (1996). Ethics in Pastoral Ministry.  New York, NY: Paulist Press, p. 3.
2. Rademacher, E. and Pittsley, J. (2001). Analysis and Comparison of Colleges and Universities with Degree Titles of Exercise Physiology or Related Titles. Professionalization of Exercise Physiologyonline. 
Vol 4, No. 12. [Online]. http://www.asep.org/asep/asep/MinimalStandards.html
3. Boone, T. (2000). Undergraduate Programs in Exercise Science / Exercise Physiology.  Professionalization of Exercise Physiologyonline. Vol 3, No. 11. [Online]. http://www.asep.org/asep/asep/UndergraduateProgramsExerciseScience.doc

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