EDITORIAL
ASEP
Certification Sites and Dates
Guidelines
for the Accreditation of Undergraduate Programs in Exercise Physiology
The
October ASEPNewsletter
"Revisited"
Journal
of Exercise Physiologyonline
A
MUST READ ARTICLE: CRITICAL THINKING AT ITS BEST!
An
Exercise Physiologist's “Contemporary” Interpretations Of The “Ugly and
Creaking Edifices” Of the VO2 max Concept
by
ROBERT
A. ROBERGS
Journal
of Exercise Physiologyonline [the
October issue]
8
research articles
The
months for JEPonline
are now Feb, May, August, Nov.
The next
issue
is May 1.
There will be about 6-8 manuscripts for this issue.
Professionalization
of Exercise Physiologyonline
"ONE"
easy-reading article on professionaism for your new year's reading pleasure.
Dr.
David Armstrong, an ASEP member, has created an "egroup" for ASEP exercise
physiologists to discuss tissues and to stay in touch.
"Hello,
You are invited to join an open forum for members of the American Society
for Exercise Physiologists devoted to the free exchange on information
and ideas related to exercise physiology. To subscribe simply send
email to:
ASEP_Member-subscribe@egroups.com
David
W. Armstrong, III
Moderator,
ASEP_Member
dwarmstrong@bethesda.med.navy.mil
Dr.
Robergs submitted a "Commentary
about ASEP and ACSM" in response to several
negative statements about the ASEP organization and its leadership. For
a full-text, pdf format copy - click here.
Guidelines
for the Accreditation of Undergraduate Programs in Exercise Physiology
Adopted
by the American Society of Exercise Physiologists
Questions:
Please contact
EDITORIAL
What's
In a Name?
Tommy
Boone, PhD, MPH
Professor
and Chair
Department
of Exercise Physiology
The
College of St. Scholastica
Duluth,
MN
Over
the years, I have developed one main theme for what I do. Simply
stated, I'm an exercise physiologist. I'm not a physical educator,
kinesiologist, exercise scientist, exercise specialist, clinical exercise
physiologist, or a physiologist. I have come to this basic conclusion
for two reasons. One deals with the doctorate degree in exercise
physiology from Florida State University. The other focuses on what
I've been doing since I left FSU and went on to teach at Wake Forest University,
the University of Southern Mississippi, and the College of St. Scholastica.
Having
said this, however, I should point out that my bachelor's degree and the
first of three master's degrees are in health and physical education.
I think this is important because I was a physical educator (as well as
a gymnastics coach) when I taught at Northeast Louisiana State University
and at the University of Florida. I was also a health educator at
the Tallahassee Community College. I do understand what it means
to graduate from a physical education department. I also understand
the types of courses required of physical education students, today and
several decades ago (which interestingly hasn't changed all that much).
What
has changed is the department name from physical education to kinesiology
for the obvious reasons, or the change to exercise science. Whether
it is the traditional name or some other name, the curriculum is essentially
unchanged. It is clearly a physical education degree with the same
types of physical education courses with, perhaps, a few science-based
courses substituted for the original education courses. However,
even with the substitutions, the degree title is often times exactly the
same as the tradition title -- physical education -- even though the students
may think otherwise.
Many
faculty members who teach in these academic programs do not have a clear
understanding of what has happened, both in the course changes and in the
multitude of department names. The entire "physical education-kinesiology-exercise
science" name complex is a complete academic mess (1).
Worst yet, the academics simply don't seem to have any idea of the consequences
of the mess. As a matter of fact, most college teachers appear to
be divorced from their students when it comes to discussing "what's in
a name?" and the reality of an emerging profession of exercise physiology
hasn't even crossed their minds.
One
thing we know is that college teachers do teach and, in general, appear
to do a reasonably good job of doing so. But, even excellence in
teaching isn't desirable if the message is misplaced. That is, what
can the students do with the concepts, ideas, and content of the courses
if the courses seem to be inappropriately aligned with the students' opportunity
for jobs in the public sector? This point may seem harsh but, in
reality, what we need is more teachers with an understanding of the challenges
before the students and less emphasis on research for personal promotion
and/or tenure.
What
is also needed is a commitment to doing something about "what's in a name?"
A person’s name, title, or position does matter. Title is everything,
especially to those who understand its impact on professional opportunities.
It is no longer acceptable to say to the students something like the following:
"It is not the program's name but the curriculum and the faculty that determine
the quality and expertise of its graduates." (2)
Of course the curriculum and the faculty determine the quality, but the
expertise of its graduates are recognized only by the "title" of a program.
Title does matter. Ask any physical therapy student or a graduate
of a physical therapy program. The physical therapy or medical doctor
title opens doors, provides job opportunities, and is associated with a
certain respect for having accomplished a professionally recognized program
of study.
Point
in fact, if a physical education department should offer exactly the same
courses that physical therapy students are required to take, can the graduates
of the department refer to themselves as physical therapists? Of
course not. To suggest otherwise is an appeal to ignorance or lack
of knowledge. Clearly, the value in a name (or title) lies not only
in the course work led by good teachers but also the "actual" title granted
to the students after having successfully completed the academic program.
It is exactly the reason for departments having individual names that are
aligned with specific titles for academic degrees. It is how things
work. To argue otherwise is a waste of time, misleading, and ethically
questionable.
Whether
we like it or not, the topic "What's in a name?" is directly linked to
the quest by ASEP for leadership in exercise physiology. How are
we going to find ourselves if we don't have leaders to show us where to
go? We all possess a certain predisposition for leadership but we
have failed to see it, even in ourselves. Ask others where is our
leadership and those who have published research are likely to be identified
as leaders. Hence, in exercise physiology, researchers are
leaders. While this isn't necessarily a bad thing, students also
need leaders who understand the importance of professionalism and the professionalization
of exercise physiology.
Students
need leaders with the courage to accept that a person's professional title
is important. To say that it isn’t makes no sense at all. Students
need leadership who understands this point, and who have the ability to
turn vision into results. For me, our title as exercise physiologists
creates our reality.
References
1. Boone,
T. (2000). Undergraduate programs in exercise science / exercise physiology:
issues and concerns. [Online]. http://www.asep.org/asep/asep/UndergraduateProgramsExerciseScience.pdf
2. Golding,
L.A. (2000). From the editor: what's in a name? ACSM's Health &
Fitness Journal. (July/August). 4:4:1-2.
Copyright
©1997-2000 American Society of Exercise Physiologists. All Rights
Reserved.
