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

        Professionalization of Exercise Physiologyonline    


         ISSN 1099-5862   Vol 8 No 3 March 2005 
 

 
Editor-in-Chief:   Tommy Boone, PhD, MPH, MA, FASEP, EPC
 
 
An Essay on Professionalism and Exercise Physiology for Students and Teachers 
Tommy Boone, PhD, MPH, FASEP, EPC
Professor and Chair
Department of Exercise Physiology
The College of St. Scholastica
Duluth, MN 5811


BECAUSE EXERCISE PHYSIOLOGY is a profession and exercise physiologists are professionals, it is important to have a clear understand of what “professionalism” means.  As a student in exercise physiology, you will be encouraged to think about the general principles that underpin professionalism and what it means to be a professional.  This article outlines several important points about professionalism.  For additional information about professionalism and ethics in exercise physiology, refer to the following articles.

• Strategies to Teach Exercise Physiology Professionalism [1]
• The Passionate Pursuit of Professionalism: A Critical Analysis [2]
• Cultivating the Values of Professionalism: A Professor's Point of View [3]
• Are We Teaching Professionalism [4]
• Exercise Physiology Power: Professionalism [5]
Professionalism and ASEP
Professions have their own code of ethics.  The American Society of Exercise Physiologists (ASEP) has an agreed upon code of ethics [6].  Members of ASEP are expected to abide by the code.  They are obligated to do what is right on behalf of their clients, the public, and the profession.  They are required to make a life-long commitment to learning, fairness, and truthfulness.  Professionalism is not a game to the ASEP leadership.  It is an immensely valuable part of the 21st century exercise physiologist’s role in healthcare.  In fact, exercise physiologists cannot succeed without it.  Deception catches up with those try.  

Professionalism and Students
Often it comes as news that exercise physiology is a healthcare profession [7].  Many students think of the academic major in terms of athletics and exercise.  They are not familiar with the need for a code of ethics or a declaration to society that they are professionals.  The idea that society can hold them accountable for their mistakes is new.  Students are not accustomed to talking about exercise physiology and a scope of practice [8].  Professors are part of the problem.  They seldom ever speak about competence and professionalism.  When they do, it is often times about non-exercise physiology certifications.  Certification as an exercise physiologist is a new concept.  This means that students are not aware of the differences in certifications from one organization to the next.  

The problem is that too few students and exercise physiologists understand the need for high ethical and moral standards.  Talking about honesty and integrity is not the same as talking about jumping higher and running faster.  Hence, instructing students and exercise physiologists on the subject of professionalism isn’t easy.  Some students get it quickly.  Other students throw up a smoke screen.  Still others cannot control their dislike for having to subject themselves to unworthy topics like who is a professional and what is professionalism.  They would rather do something else.  Commitment to advancing the field, putting clients first, and reporting unethical behavior by colleagues doesn’t seems to interest them.  These same students are part of the problem.  

One could get the impression that if talking about professionalism is a waste of time, then, arrogance and cheating must be okay.  Is this why cheating is such a problem in academics?  Perhaps, students would even agree that it also okay to misrepresent credentials, certifications, education, and training.  Clearly, if it were true, then: “Houston, there is a problem.”  The point here is that professionalism cannot be assumed, and raising the awareness of professionalism within exercise physiology is a responsible and necessary thing to do.  

“The professional exercise physiologist has an attitude of respect and accountability to clients, colleagues, and society.” – Tommy Boone
Professionalism and Academics
While every established healthcare profession has courses in professionalism and professional development, exercise physiology has been profoundly slow in talking about altruism, accountability, duty, service, integrity, honor, and respect.  While it is true that the cornerstone of exercise physiology is research, it isn’t enough.  Leaders of other professional organizations understand the importance of striving for the highest standards of excellence in their practice.  Do not imagine that exercise physiologists can get away with not finding time to integrate professionalism into all aspects of exercise physiology.  

Remember:  The essence of professional development is the evolution of professional thinking that demonstrates the credibility of those who share the same vision and mission.  Imagine what the quality of healthcare could be with exercise physiologists as part of the network of healthcare professionals.  Fortunately, the academic groundwork has been laid but much more work is required.

Professionalism and Imperatives
Exercise physiologists are in position to obtain a leadership role in the use of “exercise” in healthcare [9].  The willingness to rise to the occasion, to abide by a code of ethics, and to embrace behaviors that demonstrate commitment to excellence is imperative.  The ASEP exercise physiologists are obligated to set an example for both their colleagues and clients.  They must speak up when questionable behavior is believed as okay.  They must accept that they are accountable to the profession for adhering to ethical standards.  

For example, colleagues who believe it is okay to encourage athletes to use performance-enhancing substances no longer have a free ride to do as they please [10].  They can be (and will be) held accountable for their actions.  The best interest of others, rather than self-interest, must be at the forefront of any profession.  Altruism is the backbone of professionalism.  Also, being fair and honesty are important as is avoiding conflicts of interest.  At no time should personal gain take precedent over the best interest of the profession.

Professionalism and Challenges
One significant challenge to professionalism is specialization (such as sports nutrition and cardiopulmonary rehabilitation).  It has contributed to a decrease in shared thinking and beliefs [11].  It has also set the stage for building on one’s self-interest, which has the influence of triggering competition among colleagues.  Another challenge is the pressure on college professors to publish and attend national meetings [12].  Lost from many classrooms is the professor!  Today, all across the university system, the professor either does not want to teach or does not have the time to prepare properly for course lectures.  

The deprofessionalism of exercise physiology carries over to students.  They notice the conduct of their professors.  This is how they learn behaviors – good or bad.  If they see their professors acting as though money is everything, then it will influence their thinking.  Still another challenge is that within exercise physiology there are no courses that teach professionalism.  Students do not have the opportunity for self-reflection because professionalism is not valued in exercise physiology at the present time.  If it were considered important, there would be a “professional development of exercise physiology” course in the curriculum [13].

Professionalism and Trust
When coupled with the absence of a code of ethics before the founding of ASEP, it is understandable why the public may not think of exercise physiology as a healthcare profession.  This is a critical point because the public grants the status of “profession” [14].  This is one very important reason why the academic study of professionalism is important.  If exercise physiologists are to earn the trust of society, professionalism must be taught.  Several components to consider are:

  • Exercise physiologists should document the absence of professional topics in the curriculum and, then, they should develop a plan to correct it.
  • That for exercise physiology to be accepted by society as a profession, members must demonstrate that the delivery of treatment services in health and wellness, fitness, rehabilitation, and athletics is credible.
  • Exercise physiologists must come to an understanding of the importance of a professional code of ethics.
  • That the exercise physiologists’ scope of practice must be based on the components of professionalism.
  • Exercise physiologists should write and agree on a “professionalism of exercise physiology.” 
Professionalism is the trust between exercise physiologists and society.  To be a professional means that society knows that exercise physiologists have placed the interests of others before their own.  Students need this understanding.  Professors must help students to the same understanding as well.  They need to share with the students that the principles that underpin strength training aren’t enough to build a profession.  The thought that it is enough to take courses without a professional vision, without knowing the importance of competence and integrity, and without constantly reaffirming exercise physiology professionalism is embedded in decades of failed logic.  Indeed, the ASEP leadership is constantly aware of the political and market forces of the academic gatekeepers who appear committed to a failed logic [15].  

Professionalism and Professional Development
Physical therapists understand the role of professionalism in their field [16], and they have written about it for a long time [17].  Exercise physiologists, both individually and through the American Society of Exercise Physiologists, must take responsibility for creating and maintaining professionalism in exercise physiology.  Working together, members can reduce barriers to professionalism.  They can help bring together a fragmented profession, especially in regards to the ongoing struggle regarding who can call him- or herself an exercise physiologist.  

My own view is that the political differences and professional struggles are less diverse within the ASEP organization.  However, the battlefield outside the organization is a widespread “carry over” from the past five decades of failure by administrators and the faculty to update the diverse academic degree programs.  The fact that the coursework in these academic majors is essentially the same as a degree in physical education is a concern.  

To insure change in professional development consistent with the ASEP vision, exercise physiologists must exhibit the following attitudes [18]:

  • Willingness to plan for the future.  The willingness to develop a strategy (to plan for the future) is a powerful attitude.  For those who exhibit it, they are the serious ones.  They are willing to face the illusion of change by non-exercise physiologists.  They understand the deception that has created the illusion of meaningful action.  What exercise physiologists urgently need, therefore, is not a new con, but a willingness to plan for professional development. 
  • Open-mindedness to consider new ideas.  It’s hard to imagine a more demoralizing condition than a closed-mind.  The depressing reality underscored by our academic gatekeepers is that today’s lack of an accredited program of exercise physiologists is a sideshow.  Open-mindedness to the ASEP vision and initiatives can no longer be ignored.  The best estimate is that the members of every established healthcare profession have understood for decades the importance of considering new and sustainable ideas.  
  • Diligent persistence.  Simple as it sounds, persistence isn’t as radical as it might be considered.  The last person who is likely to be successful is the first one who gives in.  This is true for organizations, too.  To be sure, the ASEP leadership understands the power in diligent persistence.  They’re all about staying the course.  It is also the right thing to do, and they’re wasting little time getting rid of the endless stream of hoaxes that sours professional development.  This is best illustrated by the work of the members of the Board of Accreditation and the work they have done.  
  • Learn from mistakes.  Exercise physiologists must learn from their past mistakes.  If they choose not to, then they are truly as dumb as the day is long.  Those who fail to get it, those who say “no” to ASEP, and those who organize their thinking primarily around economic goals cannot earn the respect of good men and women.  The more reasonable view is that mistakes are inevitable, but an endless series of failing to learn from mistakes is simply unwise if not hypocrisy.  The reality dawning is that exercise physiologists need the American Society of Exercise Physiologists to tackle the challenges that accompany the growing pains of exercise physiologists.  
  • Consensus seeking.  It is insanity if exercise physiologists continue to pledge honor to non-exercise physiology organizations.  This kind of political logic is not the consensus seeking that will benefit exercise physiology.  In fact, it is a mockery of the “professional imperatives” that underpin established professions.  Ordinarily, this would not be such a problem except for the future of the students who have grown to believe in the value of an education.  While this disconnect can never be eliminated entirely, the bedrock of change begins with consensus seeking among exercise physiologists.
Final Thoughts
Academic exercise physiologists need to stop their research or other activities and take note of the time-honored imperatives of professionalism.  Students and teachers together need to embrace a new understanding of “what is exercise physiology” and “who is an exercise physiologist.”   The disingenuous rhetoric to swap “exercise professional” or a “personal trainer” title for “exercise physiologist” is simply untenable.  The trade-off is huge.  The moral of this brief essay is there’s a better path to hope for.  The facts support the realities of the ASEP organization.  The professionalism door is open.  


   
References
1. Pittsley, J. (2001). Strategies to Teach Exercise Physiology Professionalism. Professionalization of Exercise Physiologyonline. 4:2: [Online]. http://www.asep.org/asep/asep/STRATEGIES.html
2. Boone, T. (2000). The Passionate Pursuit of Professionalism: A Critical Analysis. Professionalization of Exercise Physiologyonline.. 3:10: [Online]. http://www.asep.org/asep/asep/Passionate.html
3. Boone, T. (2001). Cultivating the Values of Professionalism: A Professor's Point of View. Professionalization of Exercise Physiologyonline. 4:1 [Online]. http://www.asep.org/asep/asep/DefiningProfessionalism.html
4. Pittsley, J. (2002). Are We Teaching Professionalism. Professionalization of Exercise Physiologyonline. 5:6 [Online]. http://www.asep.org/asep/asep/AreWeTeachingProfessionalism.html
5. Boone, T. (2001). Exercise Physiology Power: Professionalism. Professionalization of Exercise Physiologyonline.  4:8 [Online]. http://www.asep.org/asep/asep/ExercisePhysiologyPowerPROFESSIONALISM.html
6. American Society of Exercise Physiologists. (2005). Code of Ethics. [Online]. http://www.asep.org/ethics.htm
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8. American Society of Exercise Physiologists. (2005). Standards of Professional Practice. [Online]. http://www.asep.org/standards.htm
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11. Boone, T. (2003). The Role of ASEP in the Professional Development of Exercise Physiology. Professionalization of Exercise Physiologyonline. 6:6 [Online]. http://www.asep.org/asep/asep/ProfessionalDevelopmentOfExercisePhysiology.html 
12. Boone, T. (2000).  The State of the Exercise Physiology Profession. Professionalization of Exercise Physiologyonline. 3:4 [Online]. http://www.asep.org/asep/asep/Education.html
13. Boone, T. (2003). Doctorate of Exercise Physiology:  An Excellent Idea or Is It?  Professionalization of Exercise Physiologyonline. 6:3 [Online]. http://www.asep.org/asep/asep/DoctorOfExercisePhysiology.html
14. Boone, T. (2003).  The Making of American Exercise Physiology. Professionalization of Exercise Physiologyonline. 6:1 [Online]. http://www.asep.org/asep/asep/AmericanExercisePhysiology.html
15. Boone, T. (2005).  Accreditation.  Professionalization of Exercise Physiologyonline. 8:1 [Online]. http://www.asep.org/asep/asep/accreditationASEPstyle.html
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