PEPonline
Professionalization of Exercise Physiologyonline

An international electronic
journal for exercise physiologists
ISSN 1099-5862

Vol 11 No 1 January 2008

The ASEP Pledge of Professionalism for College Teachers

Tommy Boone, PhD, MPH, FASEP, EPC

Professor and Chair

Department of Exercise Physiology

The College of St. Scholastica

Duluth, MN 55811

 

Time has come to face a reality from which exercise physiologists cannot hide.

The words profession and professional come from the Latin word professio, which means a public declaration with the force of a promise.   Exercise physiology is no different from other professions, particularly with regards to its responsibility to the public sector.  This is evident in its standards of practice.  If members of the profession fail to do what they say they will do, then they can be held accountable.  After all, society recognizes the profession, thus giving it the right of passage to serve as the experts in prescribing exercise for healthcare purposes.  And, since exercise is medicine, and prescribing medicine is serious business, exercise physiology profession has its own Code of Ethics [1].

The idea that non-exercise physiologist, such as the business major with a personal trainer certification, understands the specialized body of knowledge and hands-on laboratory skills that define exercise physiology is ridiculous.  Just because a person has an interest in lifting weights or jogging does not qualify him or her as an exercise physiologist.  Similarly, even though a person can type 120 words a minute, the ability to type fast can't argue that he or she is capable of writing a novel.  In short, running a marathon is not a prerequisite for becoming an exercise physiologist.   Professionals acknowledge specific responsibilities that come from the accredited program of study [2].  Exercise physiologists fall into this category and, thus they are responsible for admitting, educating, and dismissing its members should they fail to uphold the declared professional responsibilities.

Another distinction necessary to make at this point is the difference between the profession of exercise physiology and the business of sports nutrition (or, more specifically, sports supplements).  It is apparent that most exercise physiologists do not get the distinction.  They engage in the business side of promoting sports supplements as if what they are doing is appropriate.  Yet, these individuals fail to grasp one important point.  Professionals have a fiduciary duty toward those they serve.  This means that exercise physiologists who teach sports nutrition, in particular, have a stringent duty to make sure their lectures and actions in class serve the welfare of their students.  This point is thoroughly examined in the book, Is Sports Nutrition For Sale? [3].

What are the obligations of the academic exercise physiologist?  Is it ethical to promote sports supplements within the context of a sports nutrition course?  The short answer is obvious or at least it should be, given that professionalism requires the exercise physiology professional to attend to the best interest of the students rather than self-interest.  Is it in the best interest of students to use and/or promote sports supplements?  Again, if exercise physiologists are accountable to students (and athletes) on issues of health and well-being, then, commitment to the business-side of the profession can't be an ethical duty to society.  Also, in terms of being fair, truthful, and straightforward in their interactions with students and colleagues, promoting behaviors in athletes that are believed to encourage cheating in sports [4] threatens integrity.

Professional development for exercise physiologists is an endless process.

Exercise physiology professionals must understand that consulting for supplement companies is a conflict of interest that often results in personal gain at the expense of the best interest of the student.  College professors are no exception to this rule.  They are accountable to the profession to ensure that the ethical precepts of the Standards of Practice [5] are upheld.  And, there must be a personal willingness to accept responsibility for professionalism that speaks to the commitment to competence, to honesty with students, to confidentiality with clients, to improving quality of educational lectures, to improving access to professionalism issues and challenges, to scientific research and knowledge, to maintaining public trust by dealing appropriately with conflicts of interests.

In regards to "conflicts of interest" in particular, it is a challenge to speak of professionalism in the same breath with the word "classroom" because so little is being done in terms of appropriate role models and the teaching of professionalism.  Yet, the responsibility for maintaining professionalism in the classroom is huge.  Students are searching for role models with character and integrity.  Teaching students about professional development and professional behaviors are integral and vital to the professional exercise physiologist.  It can be taught in exercise physiology, and it can be evaluated as well.  Students should graduate with the understanding that client interest is always at the core of professionalism over self-interest, whether that is money or research grants. 

Changes in sports nutrition during the past 25 years threaten the values of professionalism.  This has been highlighted in numerous articles published in PEPonline [6-10] and JPEP.  These articles argue that the cheating conditions of sports supplements are tempting exercise physiologists to overlook their commitment to professionalism, which threatens adherence to the values that the exercise physiology profession holds dear.  The responsibility for correcting this threat lies squarely on the shoulders of exercise physiologists.  After all, professionalism is the basis of every healthcare profession.  It is the contract with society; a contract that places the interests of students above those of exercise physiologists.  This thinking must be understood by members of the profession and society, especially since the exercise physiology profession will have to contend with political, legal, and market forces that relate directly to "exercise as medicine."

What exercise physiologists believe their profession to be defines it. 

Exercise physiologists must commit to honesty with students.  They must be completely and honestly informed, especially about sports supplements.  Exercise physiologists, both individually and through the American Society of Exercise Physiologists, must take responsibility for assisting in the professional development of exercise physiology.  Exercise physiologists must individually and collectively strive to decrease barriers to professionalism.  This entails being committed to working with non-ASEP exercise physiologists, organizations, and other healthcare professionals.  And, in particular, the exercise physiologist's professional responsibility for avoiding harm and expense to student athletes is critical. 

Only the use of scientific knowledge and technology that upholds exercise physiology standards should be taught.  Any effort to benefit from private gain or personal advantage when the information is biased or poorly presented is entirely inappropriate.  Such behavior compromises standards and, therefore, threatens the pursuit of ASEP initiatives towards professionalism.  And, in this sense, exercise physiologists have an obligation to recognize, disclose, and deal with conflicts of interest that arise in the course of their work.  This is especially the case with consulting relationships between the sports supplement industry CEOs and leaders in the field when the latter determine the manner in which sports nutrition courses are taught.  All of these points are important because the practice of exercise physiology is a new concept in the 21st century.  Moreover, it is unprecedented.  The potential for meeting healthcare needs of society is transformative.  All exercise physiologists need to do is encourage dedication and commitment to the professionalism of medicine.  One way to do this is to honor the:

ASEP Pledge of Professionalism for College Teachers
 
As a college teacher and member of the American Society of Exercise Physiologists,
  1. I pledge to support the ASEP accreditation of exercise physiology programs of study.  
  2. I pledge to maintain high professional standards in all of my interactions with students and colleagues.  
  3. I respect all students as individuals, without regard to gender, race, national origin, religion, or sexual orientation.  
  4. I will not tolerate anyone who manifests disrespect or who expresses biased attitudes towards any student or ASEP colleague.  
  5. I pledge not to tolerate any abuse or exploitation of the students' education.  
  6. I believe it is necessary to encourage students who witness unethical and/or unprofessional behavior to report the facts to appropriate faculty. 
  7. I pledge to acquire the knowledge and skills required of the Board Certified Exercise Physiologist.  
  8. I cherish the professional virtues of honesty, compassion, integrity, fidelity, and dependability, and
  9. I will assist students and colleagues in meeting their professional obligations.

References

  1. American Society of Exercise Physiologists. (2008). Code of Ethics. [Online]. http://www.asep.org/organization/ethics
  2. American Society of Exercise Physiologists. (2008). Exercise Physiology Accredited Programs. [Online]. http://www.asep.org/services/ACCREDITEDprograms
  3. Boone, T. (2006). Is Sports Nutrition For Sale? Nova Science Publishing.
  4. Boone, T. (2004). Cheating in Sports: What Should Exercise Physiologists Think? Professionalization of Exercise Physiology. [Online], Vol. 7 (No. 7). http://www.asep.org/asep/asep/CheatingWhatExercisePhysiologistsThink.html
  5. American Society of Exercise Physiologists. (2008). Standards of Professional Practice. [Online]. http://www.asep.org/services/standards
  6. Boone, T. (2005). Addressing Conflicts of Interest in Exercise Physiology. Professionalization of Exercise Physiology. [Online]. Vol. 8 (No. 11). http://www.asep.org/asep/asep/AddressingConflictsOfInterestInExercisePhysiology.html
  7. Boone, T. (2005). The Negative Impact of Marketers on Children, Athletics, and Exercise Physiology. Professionalization of Exercise Physiology. [Online]. Vol. 8 (No. 11). http://www.asep.org/asep/asep/NegativeImpactOfMarketers.html
  8. Boone, T. (2005). Cheating, Performance-Enhancing Substances, and Accountability: A Call for Action.  Professionalization of Exercise Physiology. [Online], Vol. 8 (No.6). http://www.asep.org/asep/asep/CheatingPESandAccountability.html
  9. Boone, T. (2005). The Anatomy of Complicit Behaviors:  An Essay for Exercise Physiologists. Journal of Professional Exercise Physiology. Vol. 3 (No. 6). http://www.exercisephysiologists.com/JPEPJune2005ComplicitBehaviors/index.html
  10. Boone, T. (2005). The Impact of the Supplement Business on Exercise Physiology. Professionalization of Exercise Physiology. [Online], Vol. 8 (No. 5). http://www.asep.org/asep/asep/SupplementBusiness.html

 

 





Copyright ©1997-2008 American Society of Exercise Physiologists   All Rights Reserved.