Professionalization of Exercise Physiologyonline     


         ISSN 1099-5862   Vol 7 No 6  June 2004 
 


 


 
 










Editor-in-Chief:   Tommy Boone, PhD, MPH, MA, FASEP, EPC
 
 
Knowledge is Power
Donald Rodd, PhD, EPC
Department of Human Kinetics and Sport Studies
University of Evansville
Evansville, IN 47722
"Knowledge is Power" -- Sir Francis Bacon 
Many of the presentations at the 2004 National Meeting of the American Society of Exercise Physiologists (ASEP) in Indianapolis, IN focused on professionalism of Exercise Physiology.  These sessions were filled with passion and provided a sober and realistic description concerning the status of “professionalism” in Exercise Physiology.  Indeed, much of the information presented during the professionalism sessions should be packaged and developed into presentations targeted toward students entering Exercise Physiology academic programs. 

As eloquently expressed in the PEPonline by Nicole Beachman [1] and Jesse Pittsley [2], current undergraduate students who aspire to become Exercise Physiologists are not adequately informed or prepared regarding the status of professionalism of the Exercise Physiologist post-baccalaureate.  During the 2004 ASEP annual meeting, questions arose concerning the preparation of Exercise Physiology students toward professionalism and whether we as "practicing professional" Exercise Physiologists have an ethical obligation to prepare and inform students regarding the status of the professional Exercise Physiologist. 

As an academician teaching various courses in an Exercise Physiology Program, I have the unique opportunity to encounter students at various points during their undergraduate development.  During this maturation process, I have witnessed the intellectual growth and maturity of our students in the classroom as well as the development of competency in the lab.  However, the students seem ill prepared in the area of professional competency.  Many Exercise Physiology students are under the impression that upon graduation they will enter into a competitive yet equitable health profession, receive a respectable salary and be held in high regard by their professional peers. 

However, as mentioned by Beachman [1], upon graduation, students are faced with the reality that their undergraduate degrees are not truly equitable. In regard to salary, the Exercise Physiologist falls in the range of mid-$20,000, an amount below professions requiring a two-year associate degree or one-year of technical training [3].  In regard to professionalism, according to information presented at the 2004 National ASEP meeting, it appears many in the Health Care Profession and in the general public do not consider the Exercise Physiologist as a professional.  This is not surprising since the Exercise Physiologist is competing for jobs with individuals who have only high school level preparation.  Many job advertisements for Exercise Physiologists call for some type of certification such as ACE or AFPA with no stipulation for degree requirement.  It appears that this competition among high school, associate, baccalaureate and masters level graduates competing for the same jobs will keep salaries and the level of professionalism low.  Can this situation be remedied?  I believe it can, through education, particularly of students in Exercise Physiology programs and young Exercise Physiologists. 

Some important steps toward upgrading the salaries and level of professionalism of Exercise Physiologists include Accreditation of academic programs, Certification of Exercise Physiologists and Licensure of Exercise Physiologists.  To achieve these goals we must educate our undergraduate Exercise Physiology students regarding professionalism of their future careers.  Here at the University of Evansville, we have developed an entry level class entitled Introduction to Human Kinetics and Sport Studies (HKSS) (HKSS 150).  This class is designed to introduce students to the HKSS major and the various career choices that exist within the major.  At the onset of the semester, “professionals” representing various disciplines visit the class to provide an overview of his or her career.  Subsequently, students are required to interview a “professional” for a more in-depth opportunity to understand a particular career.  Once the students are comfortable with the possible career choices available to them, the class then examines professionalism in Exercise Physiology.  During this section on professionalism, students are required to examine and discuss the reality of life as a professional in the world of Exercise Physiology. 

Since the class has already explored career choices and interviewed “professionals”, they feel very confident and knowledgeable regarding the role of “professionalism” in Exercise Physiology.  The discussion begins with a definition of professionalism and each student is invited to provide a definition of a professional or a profession.  Subsequent to receiving some definitions by the students, the following definitions are put forth.  According to Merriam-Webster’s Online Dictionary [4] professional is defined as “relating to, or characteristic of a profession; engaged in one of the learned professions.”  A profession is defined as “a calling required specialized knowledge and often long intensive academic preparation; a principal calling, vocation, or employment; the whole body of persons engaged in a calling.” 

According to the Social Care Association [5] a professional is a “person whose work involves making judgments in situations where even knowing all the facts does not make it clear what would be the right course of action.  Recognition of the difference between a profession and other forms of occupation is credited to the Greek doctor, Hippocrates, who lived 2500 year ago but the current range of different professions did not begin to emerge until the nineteenth century. Professionals normally have a code of ethics, take the trouble to keep their knowledge and expertise up-to-date and are paid to enable them to devote their time to using and improving their skills.”  In addition to the above definitions, a profession typically has a main governing body with some type of “legal” control over its specialized body of knowledge. Since the body of knowledge may be complex, the governing body may be autonomous or self-regulating governed by a code of ethics. 

"Knowledge is said to be power, and it is power in the same sense that wood is fuel. Wood on fire is fuel. Knowledge on fire is power." -- Henry MacKenzie
Typically the students are satisfied and agree with the definitions previously presented.  At this time the students are content and believe that upon receiving their degree (in Exercise Physiology) they will be considered “professional” Exercise Physiologists.  To bring the hard reality of life back to the classroom and to stimulate discussion, the following information is offered to the class regarding professionalism.  According to codebookcity.com [5], “To keep things clear and prevent misunderstandings, use the noun professional in reference to white collar folks who are licensed by the state.  If you want to compliment someone who is not in that group, use the adjective form.”  Following the presentation of the previous statement, the question is raised whether Exercise Physiologists are really professionals, since they are not licensed.  This typically stimulates some discussion regarding professionalism of Exercise Physiology and some of the students begin to question the veracity of the Exercise Physiologist as professional. 

In an attempt to provide some type of reference, the students are then invited to provide examples of occupations, other than Exercise Physiology that are considered professional.  Typically the students name medicine, nursing, physical therapist assistant and physical therapy to name a few.  The aforementioned occupations conform to the definitions presented previously.  Each occupation requires specialized knowledge, long intensive academic preparation, requires judgment calls, they live by a code of ethics and they are credentialed by the state.  Therefore, they are Professionals.  How does the Exercise Physiologist compare to those occupations accepted as professional? The students are given the assignment to compare the “professional” Exercise Physiologist to a professional Physical Therapist Assistant (PTA) and Physical Therapist (PT) in regard to professional organization, credentialing, credentialing agency, name of credential and entry-level degree.  The results of the assignment are discussed during the next class session.  Typically the results are as follow:
 


Exercise Physiologist Physical Therapist PT Assistant
Professional Organization







 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
American Society of Exercise Physiologists (ASEP) (6)
American College of Sports Medicine (ACSM) (7)
National Strength and Conditioning 
Association (NSCA) (8)
American Council on Exercise (ACE) (9)
Aerobics and Fitness Association of America (AFAA) (10)
etc












American Physical Therapy Association (11)





 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

American Physical Therapy Association









 
 
 
 
 
 
 
 
 
 
 
 
 
Credentials
Certification Licensure Licensure or Certification
Credentialing Organization



 
 

 

ASEP
ACSM
NSCA 
ACE
AFAA
etc

 
State



 
 

 

State



 
 

 

Name of Credential



 
 
 
 
 
 
 
 
 
 
 

 

ASEP – Certified Exercise Physiologist
ACSM – Health Fitness Instructor 
NSCA – Certified Personal Trainer, Certified Strength and Conditioning Specialist
ACE – Clinical Exercise Specialist, Personal    Trainer 
AFAA – Fitness Practitioner



 
 

 

Licensed PT



 
 
 
 
 
 
 
 
 
 
 

 

Licensed or Certified PTA




 
 
 
 
 
 
 
 
 
 

 

Entry Level Degree
 
 
 
 

 

BS, MS in Exercise Physiology, Exercise Science, Kinesiology, Movement Science, Human Kinetics, etc
 

 

MS in PT, Doctor of Physical Therapy (DPT)

 
 

 

Associate-PTA

 
 
 

 

At the end of this assignment the students are usually taken aback concerning the plethora of credentials available to the Exercise Physiologist and very concerned regarding the confusing state of the credentialed “Professional” Exercise Physiologist.  From the chart above, it is clearly evident that the associate level PTA conforms more closely to the definition of professional than a MS level Exercise Physiologist.  It is at this time the students in the class realize that something is amiss in the field.  Students begin to realize that they can empower themselves with knowledge and help change the system; a change that can result in an unequivocal acceptance of the Exercise Physiologist as a Professional.  The students can perpetuate the system as is exists now or they can participate in change by joining ASEP and become advocates for Accredited Academic programs, ASEP Certified Exercise Physiologists and Licensure of Exercise Physiologists.  Knowledge is Power.

"Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives." --  James Madison


References
1. Beachman, N. (2004) Abra Cadabra: The Disappearning Act of Exercise Physiologists. Professionalism of Exercise Physiologyonline. 7(5): [Online].  http://www.asep.org/asep/asep/AbraCadabraExercisePhysiology.html
2. Pittsley, J. (2002) Are We Teaching Professionalism? Professionalism of Exercise Physiologyonline. 5(6): [Online]. http://www.asep.org/asep/asep/AreWeTeachingProfessionalism.html
3. Wattles, M. (2004) The Licensing of Exercise Physiologists. National Meeting of the American Society of Exercise Physiologists. 
4. Merriam Webster Online. http://m-w.com/
5. Social Care Association. http://www.socialcaring.co.uk
6. American Society of Exercise Physiologists. http://www.asep.org
7. American College of Sports Medicine. http://www.acsm.org
8. National Strength and Conditioning Association. http://www.nsca-cc.org 
9. American Council on Exercise. http://www.acefitness.org
10. Aerobics and Fitness Association of America. http://www.afaa.com
11. American Physical Therapy Association. http://www.apta.org 
 
 
 

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