Copyright ©1997-2005 American Society of Exercise Physiologists   All Rights Reserved.


        Professionalization of Exercise Physiologyonline    


         ISSN 1099-5862   Vol 8 No 5 May 2005 
 


 

Editor-in-Chief:   Tommy Boone, PhD, MPH, MA, FASEP, EPC
 
 

Doing the Wrong Things for the Wrong Reasons
Tommy Boone, PhD, MPH, FASEP, EPC
Professor and Chair
Director, Exercise Physiology Laboratories
Department of Exercise Physiology
The College of St. Scholastica
Duluth, MN 55811

“It is not how big the organization is, it is how right the organization is for you.” 

Recently, I read a book by Robert Greene and Joost Elffers [1] entitled, “The 48 Laws of Power.”  On page 62, I read that: “When you force the other person to act, you are the one in control.”  With a little smile on my face, the quote reminded me of the ACSM accreditation efforts.  Instead of doing the right things for the right reasons, the ACSM leaders banded together to do the wrong things for the wrong reasons. 

How many times has this scenario played itself out in organizational politics?  How many times must students be frustrated with yet another failed logic?  Understand this:  It has happened far too much in sports medicine and, yet many students are still poised to continue participating in their own misery.  There is no sanity behind the ACSM position.  Doing the wrong things for the wrong reasons is a problem.  It is not something done inadvertently.  It is an underhanded strategy to get students in their power. 

Lulling students into thinking that accrediting exercise science and dozens of other similar college degrees is going to make a difference is wrong.  Everyone with any sense understands this point.  It is a mistake.  It is the mismanagement of power itself, and it only raises more concerns.  Most importantly, students cannot afford not to understand the fundamental problems with the sports medicine myth [2].  In fact, if they do not get involved, they will find themselves in a situation where there may be no return.  It is not even a quick fix.  It is a shortcut to failure.

When other professionals are stepping up with innovative ways to improve their professions, life for the non-doctorate exercise physiologists is still defined by the 70s and 80s way of thinking.  Life for the doctorate prepared exercise physiologists is also much the same as it was in the 80s.  Their goal is to get published and launch their careers.  Nearly all them work in academics.  Those who do not (such as supervisors, managers, and directors of cardiac rehab programs) seem to think they know more about the academic side of exercise physiology than those who do the teaching.  Chances are, they have no idea what is required of the academic setting!

To illustrate this point, ask a group of academic exercise physiologists to share their definitions of win-win.  “The response most give is, ‘Win-win negotiation is when you win by publishing and promoting yourself, but the students think they are getting my best.”  Exercise physiologists in the clinical setting say, “I’m a success.  See, I hire others and tell them what to do in the ‘real’ world.”  They often discount the importance of the academic setting, as if the “internship” is the only important learning experience.  As Chair of a Department of Exercise Physiology, I have learned to deal with the preceptors.

Most of all, when it is all said and done, students often end up on the short end of the career stick.  Of course the problem does not stop with the clinical community.  If the reader wants proof of the negative influence of the gatekeepers [3], it is a matter of questioning the difference between fitness professionals (e.g., personal trainers) and healthcare professionals (e.g., exercise physiologists).  Here, while I thought differently at one time, college and university professors are playing a more crucial role than they ever have before.  Their most powerful influence is to downplay the importance of the ASEP organization.  Look around you.  Politics is hot today.  You don’t have to look too far to feel the heat.  The message is clear within the academic halls.  Either you play our game or there will be no game to play.  Talk about a serious message. 

Instead of being leaders in the field, most academic exercise physiologists have lost their way.  Their bias and politics have changed them.  They have little to no idea who they are or why the right education is so important for students.  It is exercise science and sports medicine or it is nothing!  Such thinking is a good example of groupthink and the inertia of established thinking.  One of the best ways to recognize this point is to study the leadership in the healthcare professions that have been around for a while.  Their students are not scared about the future.  The academic setting is full of good teachers and good leadership.  Professionalism, credibility, and accreditation are features of recognized importance in physical therapy or nursing.  Shouldn’t exercise physiologists in the academic setting stand out, say what they feel, and risk being criticized if they believe their students are being marched down the wrong path? 

Almost since ACSM started with accreditation of health and fitness professionals, people have been contacting the National Office and asking questions:  “Do you think it makes any sense what they are doing?”  “What are the benefits for ACSM?”  “How does it differ from the ASEP accreditation?”  The ACSM model is zero-gain for students.  It is a course charted without inspiration.  Yet, unfortunately, a good number of the academic gatekeepers will likely buy into the failed logic [4].  Their piece of the pie is more personal recognition by the ACSM infrastructure.  And, amazingly, they are poised to benefit from the restructuring of the traditional “exercise specialist” to the “personal trainer” certification.  This is not leadership. 

When it was only ACSM, they may have continued to pull the wool over the eyes of unsuspecting students.  Today, it is a completely different story.  ASEP exists for the exercise physiologist.  It is the professional organization of exercise physiologists.  Unlike ACSM, it is not an umbrella organization of a multitude of different professional members.  It exists solely for the professional development of exercise physiology.  Hence, the interests and concerns of all exercise physiologists are best suited and cared for by their own professional organization.  This is true for nursing as it is for music therapy, occupational therapy, and music therapy.  Ultimately, they know that the “professional organization” is inherently a part of who they are and what they do.

ASEP members understand that happiness is belonging to the right organization.  No matter whether the organization is small, it is the integrity of the leadership that matters.  A person can get a certification from any organization or even a mailing list, but only ASEP has the board certification for exercise physiologist.  ASEP has bridged the ACSM gap that has excluded students from financial security.  Wouldn’t it be nice if students could avoid costly and useless academic degrees like exercise science?  ASEP is the new, 21st century view of exercise physiology; a view beyond the gym or cardiac rehab.  And, the best part is that the organization is not about making more and more money or protecting its ego.  The focus is on what is right for students. 

The glory days of ACSM are over!  The cost is too high.  The failure is too disappointing.  Fortunately, for all students interested in what they believe is exercise physiology, the future is much better from the ASEP view.  The ASEP organization is not about membership ratings, foundations, physicians, and dozens of other professional groups.  It’s about students. The leadership understands that exercise science and similar academic degrees are nothing more than a waste of time and money [5].  The price is right with exercise physiology.  Students can expect to see more academic institutions reach out to the ASEP Board of Accreditation [6].  The goal is to help students understand the true value of what they are studying.  It is about finding their own voice, vision, and action as a healthcare professional. 

The truth is, exercise physiology was always a failure within sports medicine.  Not sure how to market exercise physiology without hurting the initiatives and/or objectives of other established professional groups that belong to ACSM, its success has always depended on overlooking the small and less political membership for the more established and politically powerful groups.  It’s all about ACSM, an organization based on dollars and politics with a heavy emphasis on building a sports medicine empire.  When you think about it, it is no way to exist.  This is understandable, since the sports medicine design is outdated and hugely problematic.  The leaders do not respect the rights of exercise physiologists to manage their own future.

From the perspective of increasingly more exercise physiologists, what was good about ACSM and, therefore, what set it apart from other organizations years ago is no longer true today.  The mistake is not in understanding this point, but in failing to do something about it.  Leadership is about being willing to look at your circumstances and doing something about them.  Even if you are uncertain as to what should be done, “leaders” connect with their thoughts and feelings.  They see a better future for all exercise physiologists.  Put another way, leaders give meaning and purpose for doing what they do.  They help provide the energy to act and to lead others. 

The good news is that the ASEP leadership is well into marketing and promoting exercise physiology as a healthcare profession.  The leadership understands that it is not enough to accredit just any academic program, but to do the right thing for the right reason.  This is a great idea.  It makes sense, and it is logical and correct.  It is not about making money or taking advantage of unsuspecting students.  Rather, it is about putting students first, about understanding their problems, and doing so with integrity.  It is about advancing exercise physiology by getting exercise physiologists to talk about their problems, hopes, and dreams and, yes, it is about getting them to do something about the future of all exercise physiologists.

ASEP, its vision, mission, and goals are surprisingly powerful.  The strength comes from knowing what is important and doing what is right.  The message is new, and it is improved over yesterday’s thinking [7].  Why not stand up and shout it from the rooftops?  Why not write a friend and share the good news?  Why not begin now to think as an exercise physiologist?  Why not let the power of ASEP work for you?  Stop searching for certifications in different organizations.  Hit a hole in one with ASEP!  Get board certified.  Get a new attitude.  Discover the unlimited opportunities as a board certified exercise physiologist, such as certainty about who you are, increased financial stability, and more professional opportunities.

In 1997, the ASEP leadership hit the floor running.  Perhaps, you should too.  Start your own future in exercise physiology through your membership with ASEP.  There is no organization like the right organization to start professional development and to live the American dream.  Wake up and look around you.  It is time to break free from yesterday’s thinking.  With this in mind, how could you not see that professional development and credibility starts with ASEP; it is the true measure of success.  The answer to your future is ASEP.  Membership will pay for itself.  Take responsibility for your future.  Connect with the resources and talents of other exercise physiologists like yourself who want to create a future with integrity and opportunity.  You will feel good inside about the ASEP choice. 

“Some people look at the ASEP organization. Some join it.  And some lead it.  Exercise physiology is your profession.  What role do you want to play?”

 
References

  1. Greene, R. and Elffers, J. (1998). The 48 Laws of Power. New York, NY: Viking Press.
  2. Boone, T. (2001).  The Sports Medicine Myth. Professionalization of Exercise Physiologyonline. 4:7 [Online]. http://www.asep.org/asep/asep/SportsMedicineMyth.html
  3. Boone, T. (2005).  An Essay on Professionalism and Exercise Physiology for Students and Teachers. Professionalization of Exercise Physiologyonline. 8:3 [Online]. http://www.asep.org/asep/asep/EssayPROFESSIONALISM.html
  4. Boone, T. (2005).  Accreditation. Professionalization of Exercise Physiologonline. 8:1 [Online]. http://www.asep.org/asep/asep/accreditationASEPstyle.html
  5. 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. 4:12 [Online]. http://www.asep.org/asep/asep/MinimalStandards.html
  6. American Society of Exercise Physiologists. (2005).  Guidelines for Accreditation of Undergraduate Programs in Exercise Physiology.  [Online]. http://www.asep.org/accreditation/
  7. Boone, T. (2004 ).  A Portrait of the ASEP Organization as a Positive Force for Change and Professional Accountability.  Professionalization of Exercise Physiologyonline.  7:4 [Online]. http://www.asep.org/asep/asep/ASEPpositiveFORCEforCHANGE.html