PEPonline
Professionalization of Exercise Physiologyonline

An international electronic
journal for exercise physiologists
ISSN 1099-5862

Vol 9 No 9 October 2006

 

Professionalization of Exercise Physiology
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

Life is the ultimate prize and it takes on ultimate value when suddenly we discover how tentative and fragile it can be. – Norman Cousins [1, p. 107]

Understandably, you may be asking, “What is the importance of the quote, and how does it relate to the professionalization of exercise physiology?”  As I see it, “Life is the ultimate prize….” as a professional organization is the ultimate prize of a profession.  And, stated somewhat differently, “Life…takes on ultimate value when suddenly we discover how tentative and fragile it can be.”  Indeed, even though there is no consensus on this point, it is reasonable that the ultimate value of the ASEP organization is directly linked to understanding the tentative and fragile state of exercise physiology.  In other words, exercise physiology professionalization is an ongoing process much like life.  And, in regards to the maturity of exercise physiology, it is still very much in its infancy even though there is considerable growth in scientific knowledge.  Perhaps, from this basic reflection, some insight may be gained regarding the importance of a professional organization.   

The reflection on time as a function of professionalization is critical to this piece.  The American Medical Association was organized in 1847 [2].  By the 1880s, Shortt [2] points out that: “…a physician in the Anglo-American medical world could point to educational facilities, licensing standards, medical societies, and periodicals – the hallmarks, it is said, of professionalization….”  It is the same with most evolving professions.  The scientific body of knowledge that is created allows for an increased competence, which gives rise to professional recognition and status.  This is especially the case with decades of scientific research by exercise physiologists.  The contribution of the knowledge that validates exercise in health, fitness, rehabilitation, and athletics is critical to the professionalization of exercise physiology.  Hence, both research and professionalization are linked. 

Of course, it is also important to understand that the professional organization is at the center of research and professionalization.  Presenting papers at meetings strengthens claims to professional status along with the agreed upon standards of practice.  Expertise in essential service-related knowledge is critical to determining the profession’s position along the professionalization continuum.  Unfortunately, most exercise physiologists do not get the association of research with the professionalization of exercise physiology.  It would appear they are more interested in “doing” research than in developing a definitive curriculum to prepare professionals to perform unique essential service.  How they will transcend this paradigm and accept the fact that exercise physiologists, for professional reasons, need their own professional organization remains a bit of mystery.   

By now you can see that becoming a profession is not easy.  The professionalization process extends over many decades.  What is often overlooked is the fact that a profession (such as exercise physiology) evolves out of the public’s need for certain specialized services [3].  For example, exercise is a specialized knowledge and skill that exercise physiologists are qualified to administer.  Members of the profession are educated from accredited institutions.  They are board certified with recognized Standards of Practice [4] linked to a Code of Ethics [5] that set them apart from other practitioners (e.g., fitness specialists and personal trainers). 

However, it is important to point out that, although many of the attributes [6] of a profession are in place, including accreditation of academic programs [7], there is still much work to be done to achieve the status of a “true” profession.  The lack of agreement that ASEP is the professional organization of exercise physiologists is probably the biggest problem faced by students and practicing exercise physiologists.  No one said it would be easy becoming a profession!  Therapeutic Recreation is an excellent example of the work necessary since the 1920s to achieve the degree of recognition and professional status exemplified by Physical Therapy or Occupational Therapy [8].  These professions understand the constant need for professionalization. 

In fact, just recently Carey and Ness [9] published a paper in the Journal of Physical Therapy Education entitled, “Erosion of Professional Behaviors in Physical Therapist Students.”  The authors pointed out that:  “In some students, we observe that professionalism is being subverted by a growing trend toward consumerism, and we believe that this problem jeopardizes not only their own professional competence but the effectiveness of faculty as well.  [9, p. 1].”  There are similar concerns with professionalization in Occupational Therapy [10] and Nursing [11].  Virtually everything is undergoing professionalization, from victim assistance [12] to massage therapy [13] to alternative medicine [14].  Exercise physiology is finally doing what others have been doing for decades.  There is still a lot to learn.

Life is rather obvious.  You get what you give.  You get in return the spirit of your work.  If we want exercise physiology to be what ASEP has defined it as, then we must give of ourselves and involved.  Sitting back in isolation will not change anything.  Life is a direct function of involvement that is defined by our imagination, thinking, and hard work.  Similarly, our professional title is extremely important.  It is not by mistake that a nurse is a nurse or a physical therapist is a physical therapist.  There is the obvious understanding that the academic degree is directly linked to the professional title.  The idea that a title can be this or that is nonsense [15].

 
Also, of special importance to the professionalization of exercise physiology as a healthcare profession is that there is little doubt exercise has a positive influence on health.  C. Everett Koop [16] echoed what my father new and his father new (and that dates back to about 1875) -- "Exercise is Medicine."  Clearly, there is more than enough research to support exercise physiology as an exercise-based medicine founded on sound scientific research that improves personal health.  Exercise physiology can improves fitness, athletics, and important dimensions of a variety of illnesses, including but not limited to, depression, obesity, diabetes mellitus, coronary artery disease, coronary heart disease, peripheral artery disease, blood lipids, hypertension, mental health, depression, osteoarthritis, and osteoporosis [17].

The use of “Exercise as Medicine” within the context of the evolving profession is directly linked to the support of ASEP as the professional organization of exercise physiologists.  Moreover, the professionalization process requires a separate and strong organization to guide the development of national certification, state licensure, and curriculum reform.  This is why the members of the organization must step up to the plate and construct a professional philosophy centered directly on ‘what is exercise physiology?” and “what is its purpose in the public sector?”  The need for both is long overdue.  The time is right for exercise physiologists to teach who they are, to talk openly with each other about the deeper and more significant concerns for change.  Careful analysis and delineation of the concerns can give rise to a systematic and coherent plan to move into the 21st century. 

In other words, however important history is to all members of an evolving profession, exercise physiology is no longer about the Harvard Fatigue Laboratory.  History, from the sports medicine point of view, must be put aside to begin anew.  Exercise physiology today is about educational standards by which all college graduates can access credible jobs in the public sector.  Reality, viewed in this way, is an entirely different perspective on exercise physiology.  All exercise physiologists need to get involved, particularly the professors.  It is indefensible that so many college teachers are not members of ASEP.  Now is the time to talk about ASEP, and to introduce it to students.  They need to know that the search for a meaningful direction in healthcare is well underway.   Without a professional commitment on behalf of the college teachers, claims to professional status are empty noise. 

The reality, of course, is that too many exercise physiologists have allowed the sports medicine myth to confound and confuse them.  The belief that they can grow into a profession from within sports medicine is not true.  Other professional groups (such as the American Society of Biomechanics (http://www.asb-biomech.org/), the International Society of Exercise and Immunology (http://www.isei.de/), the Association for the Advancement of Applied Sports Psychology (http://www.aaasponline.org/index2.html), the National Athletic Trainer’s Association (http://www.nata.org/), and the North American Association of Sports Management (http://www.nassm.com/), and others) have known this for some time and have developed their own professional organizations.  It only takes a few seconds to find these organizations on the Internet. Each is recognized and appreciated for what it represents in the professionalization process [18].

The power of a professional organization is immense.  It is derived from individuals with the same objectives and passion for their shared interests, and it critical to significant views and expectations [19] for change (such as updating exercise science to exercise physiology).  The ASEP members, in particular, share a common belief that exercise physiology cannot grow as an independent profession within the context of sports medicine.  After all, exercise physiology is not sports medicine, which is much better known as [20]:  “…a multidisciplinary approach to the care of those injured whilst participating in sport.”  This definition is completely different from the ASEP definition of exercise physiology [21]:

Exercise Physiology is the identification of physiological mechanisms underlying physical activity, the comprehensive delivery of treatment services concerned with the analysis, improvement, and maintenance of health and fitness, rehabilitation of heart disease and other chronic diseases and/or disabilities, and the professional guidance and counsel of athletes and others interested in athletics, sports training, and human adaptability to acute and chronic exercise. 

For the most part, professional organizations are nonprofit and voluntary.  This is the case with ASEP, too.  Such organizations exist to serve the members.  In addition to providing networking and social events, they provide professional development activities at the annual meeting.  They also disseminate professional information through their journals, which is the case with the ASEP electronic journals and newsletter, respectively:  Journal of Exercise Physiologyonline [22], the Professionalization of Exercise Physiologyonline [23], and ASEPNewsletter [24].  The ASEP Forum is also an excellent opportunity to for web-based discussions regarding important issues and concerns in the field.  The discussions are especially helpful to students and others looking to major in exercise physiology.  There are numerous other functions of the professional organization as well as reasons for being a member:

1.     The most obvious is the opportunity to meet with other exercise physiologists.  There are few opportunities otherwise to do so plus it provides an important means to building a network of professionals.

2.  ASEP also presents the first-ever opportunity to sit for a board certification to earn the professional title, Exercise Physiologist [25].

3. Being a member of ASEP demonstrates to others that you are committed to the professionalization of exercise physiology as a healthcare profession.

4.      Membership helps to ensure the opportunity to be a leader in the professional development of exercise physiology through accreditation, certification, and licensure.

5.  For some members, it is important that they can connect with other members who have experienced many of the same problems as they have encountered. 

6.  Students, in particular, benefit from organizational scholarships and other means to decreasing their financial commitment to engage in research or travel to meetings, given that school is already very expensive to begin with.  Other student benefits include getting information from those who do the hiring, resume development, and getting involved with making new friends and lifelong contacts.

7.     Membership is a statement of commitment to the profession; a pledge that holds the member to a higher standard of practice than nonmembers.

It should be recognized that professionalization requires commitment to a plan of action.  It cannot be created in isolation from the concerns faced by the membership.  This is why the ASEP 2006-2007 “Five-Step Professionalization Plan” is helpful to keep everyone’s thinking and actions on track. Note:  While considering the following Five-Step plan, which is very important to the continued leadership within exercise physiology, the reader should keep in mind the huge amount of work performed by the ASEP leaders in less than 10 years.  By comparison, since the 1850s, according to Joseph T. Catalano [26], author of a 1996 textbook on nursing, there is little over 3,000,000 nurses in the United States, but less than 15% are members of the American Nursing Association (ANA). 

Step 1: Assessment and Inventory - As an example of how Step 1 works, the following list of questions represents areas of organizational analysis that require constant review and updating to insure the professional development of exercise physiology.  For the purposes of this article, the list is purposefully short.  It does not represent all the areas under assessment and consideration by the ASEP leadership.
 
  1. What are the changes that should be made in the ASEP web site and why?
  2. What is the present status of the previously accredited programs of study?
  3. What steps should be taken to update the accreditation document?
  4. What are the benefits to ASEP if it were to work with The Center for Exercise Physiology-online to develop an accreditation document for graduate programs?
  5. What are people saying about the EPC exam, and how should the feedback be handled?
  6. What are the trends in developing new specialized certifications?
  7. What are the skills and knowledge required to practice exercise physiology?
  8. What are the challenges to licensure, and how can they be dealt with?
  9. What are the issues and concerns that speak to the professionalization of exercise physiology?
  10. What are the problems associated with the annual meeting, and what is necessary to correct them?
  11. What is necessary to develop great and lasting followership among exercise physiologists?
  12. What is necessary for the ASEP organization to be recognized with the kind of authenticity and integrity that creates personal and professional trust?
  13. What would be the effect of addressing the department chairs and faculty who teach related academic degrees (e.g., exercise science, human performance, sports sciences) in effort to bring to their attention to students’ issues, concerns, and needs?
  14. What is necessary to develop a professional collaboration with key exercise physiologists and/or organizations?
  15. What is necessary to teach colleagues the importance of never losing hope or succumbing to bitterness?
  16. How can ASEP members teach other exercise physiologists that they know what they want and why they want it?
  17. What must be done to help those with an interest in starting a state chapter, and how can ASEP identify exercise physiologists who might be interested in doing the same?
  18. What is the philosophy (credo) of exercise physiology, and can ASEP help to promote leadership and support?
  19. What is necessary to share the message that the exercise physiologist’s basic needs are professional, not research?
  20. What is critical in professional development is that every exercise physiologist can make a difference.  How is this taught?
Step 2: Identify a Time Table – Warren Bennis [27, p. 193] said it best, “Leaders see the long view….one Company I know of has a 250-year plan.  Everyone has heard the expression, “It’s up to you.”  The implication is simply, if something is going to get done, then you need to do it to ensure that it is done.  Well, to put it another way, following discussion of list in Step 1, “It is up to the ASEP leaders and membership” to see that each is assigned to a time table.  It is not a problem that members, in particular, may have little experience at leading others.  Bennis [27, p. 34] points out in his book, On Becoming A Leader, “…that more leaders have been made by accident, circumstances, sheer grit, or will than have been made by all the leadership courses put together.” Suffice to say that the “time table” for Step 1 is presently under consideration by the ASEP President, members of the Board of Directors, and others.  As leaders, their collective interest is on the horizon. 

Step 3: Goals - What is valued and what is attractive to the “professional development of exercise physiology” are defined by goals that an organization expects to achieve [28].  Webster’s New World Dictionary decides a “goal” as an object or end that one strives to attain.   The “Goals” of the American Society of Exercise Physiologists are:
 
  1. To provide a powerful, unified forum and opportunity for exercise physiologists to present and discuss current research in exercise physiology.
  2. To promote and encourage the exchange of ideas and information regarding all phases of exercise physiology.
  3. To promote the advancement of teaching and research in exercise physiology within the academic environment.
  4. To encourage and implement undergraduate and graduate education programs to meet the diverse interests and career opportunities in exercise physiology, regardless of age, gender, race or disability.
  5. To promote the growth and application of the highest quality research and professional application of exercise physiology in health promotion, disease prevention, rehabilitation, and sport fitness and training.
  6. To promote the development and exchange of scientific information between ASEP and other professional organizations with an interest in exercise physiology.
  7. To set the agenda, determine the direction, and make the decisions about the future of the exercise physiology profession.
  8. To be a dynamic and action-oriented clearinghouse for questions regarding the exercise physiology profession.
  9. To increase visibility and enhance the image of the exercise physiology profession.
  10. To represent exercise physiologists whose professional work is mainly clinical, and to help ensure that federal agencies and legislators understand their work and needs of the clinical professional.
  11. To participate in the development and implementation of public policies and procedures concerned with exercise physiology.
  12. To make a commitment to quality and integrity in exercise physiology through adherence to the Society's Code of Ethics.
  13. To facilitate and promote positive public policy and professional, ethical behavior by providing ongoing peer review and quality assurance programs via the accreditation of the exercise physiology (science) academic programs.
  14. To expand federal and private funding of exercise physiology research and training.
Step 4: Strategies for Improve - The ASEP leadership understands that a lot of work remains to be done.  They share the same value system and beliefs.   Hence, they know where they stand and the work ahead of them.  Step 4 is all about “learning” how to deal with the known and unknown facets of organizational and professional development.  It involves, but is not limited to, the following:
 
  1. “Organized simple, open and honest discussion groups” that may involve forums, blogs, emails, and/or teleconferencing that take place on a regular basis from which timely issues and concerns are talked about.
  2. Identification of “key individuals” within the ASEP membership from which they can directly participate in decision-making.
  3. As part of a college course (e.g., seminar or topics), a “workshop” may be developed involving students and faculty to brain-storm creative opportunities for dealing with the list of questions generated in Step 1.
  4. Request from the members of ASEP committees to “think differently” about a particular issues rather than what to think.
  5. Establish key strategies (such as “sharing an idea” for improving some aspect of the organization, “doing lunch” with non-ASEP members, “fresh approaches” to doing something that is believe not possible, “throughout the ASEP membership to improve the organization. 
  6. “Post a problem and ask for a solution” may be a very creative way to access creative and innovative points of view.
  7. Create a committee that is “always asking questions” about every aspect of ASEP.
  8. “Make time to think differently” about new ideas and solutions to problems to help expand and grow membership.
  9. “Think differently and encourage as many ideas as possible even if they are outrageous” to challenge today’s views about exercise science vs. exercise physiology.
  10. “Challenge accepted dogma” to get at new ways of thinking.
  11. “Create out-of-the-box thinking groups” to get out from under status quo thinking.
  12. “Develop faculty-student mentor program” to allow for new perspectives on exercise physiology to nurture support and professional development.
Step 5: Analysis and Action - Socrates said, “The unexamined life is not worth living.”  This is the intent of the Five-Point Plan.  Step 5 is critical to the success of the Plan and to most things in life. Action, in particular, frees the organization from habits and conflicts with endless debate.  That is why true advancement requires analysis followed by action.  Every person who has a goal of dropping a few pounds understands this point.  Men of vision understand it, too.  The things that matter require action.  Clearly, to become a great organization, the ASEP leaders must analyze the feedback from Step 4 and then demonstrate their willingness to grow as well as their capacity to cope with inevitable set backs and challenges yet to be confronted.

Leaders begin, then, by backing themselves, inspiring themselves, trusting themselves, and ultimately inspire others by being trustworthy. – Warren Bennis [27, p. 58]

Final Thoughts
The key to the continued success of ASEP is the willingness of the members to do whatever it takes to get the job done.  They are willing to put in the time and the effort to see that the work on behalf of the professional development of exercise physiology is done.  To insure change in professional development consistent with the ASEP vision, exercise physiologists must exhibit the following attitudes [29]:
  1. 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. 
  2. Open-mindedness to consider new ideas.  It is 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.  
  3. Diligent persistence.  Staying the course is not 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.  
  4. 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.  
  5. 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.

Exercise physiologists have the means within them to free themselves from the constraints of the past, which lock them into established roles and attitudes.  By looking to the future, exercise physiologists free themselves.  So, in short, be willing to take risks, think strategically, throw yourself into the professionalization process, and invest in the future of your students and your profession.

 

 

References

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