A Student's Perspective of the Harsh
Realities that Lie Ahead
Jon Gullett
Board Certified Exercise Physiology
Department of Exercise Physiology
The College of St. Scholastica
Duluth, Minnesota
"The act of writing is the act
of discovering what you believe." -- David Hare
Eight months ago, the term “professional development”
was not a part of my vocabulary. Through four years of undergraduate
work at a prestigious institution, not once had a professor, counselor,
or dean mentioned the importance of an exclusive exercise physiology professional
organization (such as the American Society of Exercise Physiologists)
or the professionalization of exercise physiology. Not once was I
told of the harsh realities that lie ahead.
At first, when the topic of professional
development was mentioned in graduate school, I was apprehensive of the
feasibility of meaningful change. There are so many factors that
exercise physiologists must overcome. Four of the most important
are:
(a) establishing a “monopoly”
over services we provide;
(b) requiring accreditation and/or licensure
to legally provide these services;
(c) establishing universal educational
standards, providing more autonomy, unity and self-regulation for non-doctorate
exercise physiologists; and
(d) establishing credibility in the eyes
of the public.
To begin what must be done, we must define
who is an exercise physiologist and, then, what do they do in the public
sector. Boone states that: “A professional exercise physiologist
is an educated college graduate in exercise physiology who provides an
essential service to clients fairly and skillfully and in the spirit of
public service; and engages in these pursuits as part of a common calling
to promote health, fitness, rehabilitation, and athletic performance.”
[1] It is important that exercise physiologists embrace ASEP as the
professional organization, and it is recommended that exercise physiologists
sit for the EPC (Exercise Physiologist Certified) examination after becoming
a member.
The public tends to view an exercise physiologist
as a “P.E. teacher.” However, this is untrue for obvious reasons.
While there is nothing wrong with physical education as a career option,
physical educators are not exercise physiologists. The latter can
be found in a variety of roles in the health care system, as well as others.
These include, but are not limited to:
(a) cardiac and cardiopulmonary
rehabilitation;
(b) research involving various topics
related to the physiological adaptations to aerobic and anaerobic training,
nutrition support, and fuel substrate transport;
(c) helping individuals to manage obesity
and various metabolic disorders (such as diabetes); and
(d) taking a scientific approach to strength
and conditioning training with individuals of all ages.
Too often, individuals with a degree in exercise
science or kinesiology (or even a personal trainer with a “weekend warrior”
certification) refer to themselves as an exercise physiologist, when the
title of their degree says otherwise. While the coursework that makes
up the curriculum is important, a title is everything! “For those
who do not have an undergraduate degree in exercise physiology, when such
a degree exists, they are not exercise physiologists.” [1]
Similarly, as Jungbauer points out, “if
‘x’ students should take every nursing course that nurses take in a nursing
major, but the courses are taken in a department other than nursing, the
students cannot refer to themselves as nurses.” [2] This would be
the equivalent of an engineer calling himself a cardiologist just because
he can read and interpret 12-lead ECGs. For this reason, as in other
professions, board certification and licensure should be a top priority.
Otherwise, anyone can call himself (or herself) an exercise physiologist,
and subsequently compete for jobs in exercise physiology. And, equally
bad, if poor services are given by these individuals, it reflects negatively
on the exercise physiology profession and its credibility with the public.
Conversely, Boone [1] points out in
Professional
Development of Exercise Physiology, “As exercise physiologists use
their power and skills to help the public, they earn credibility.
When they hold themselves to the same standards and criteria that apply
to other professionals, they earn credibility. As they build trust
and accountability in the public’s use of the exercise physiologist’s body
of knowledge, they earn credibility.” The public decides which professional
groups are credible. If the public decides that exercise physiologists
meet its expectations, satisfy its needs, and solve its problems, then
the public accepts the professionals.
It is important to recognize that exercise
physiology is no longer physical education, kinesiology, or exercise science
with an emphasis on a few good science courses. Academic standards
must be regulated to ensure that all exercise physiologists are equipped
with the same high levels of knowledge and skill to provide excellent care
and service to clients and patients alike. Program administrators
with the objective to “produce” quality exercise physiologists should be
held responsible to change the degree program titles from exercise science
or kinesiology to exercise physiology. They should also implement
the accreditation standards set forth by ASEP [3] to ensure the progress
and further development of the exercise physiology profession. Educational
coursework and hands-on resources must be better matched with the job expectations
and opportunities of exercise physiology students.
Clearly, exercise physiology has a long
way to go. These are just some of the hurdles to jump. However,
there is hope. There is light at the end of the tunnel. All
one has to do is read about the work that the ASEP leaders and members
have done over the relatively brief history of the organization to feel
confident that is a positive outlook on the potential future of our profession.
Ultimately, the essence of the ASEP spirit has proven itself. Those
who believe in the ASEP perspective have demonstrated the willingness to
make the tough decisions on behalf of students and the evolving profession.
What is certain today that I didn't know
before graduate school is that the American Society of Exercise Physiologists
is no longer an option. It is a necessity. With quality leadership
in place, and a growing number of exercise physiologists questioning the
intentions of a sports medicine driven exercise physiology, the ASEP organization
will act as the cornerstone and foundation for a new direction. More
job opportunities will be created, a more standardized curriculum will
be established, and new and creative marketing strategies will be implemented
to teach the public sector about who we are and what we do.
The ASEP leadership has demonstrated its
commitment in many of these areas and more. On the flip side, it
is critical that the students of exercise physiology (vs. exercise science)
step up to the plate and make their issues and concerns known to their
teachers. Too often, change is left to those who are carrying
most of the burden of new ideas and hard work. Endeavors succeed
or fail when everyone understands the importance of getting involved.
Our minds will be our greatest tool, and
our actions will speak for themselves. This will not be an easy task,
but even Rome wasn’t built in a day. There is nothing reckless about
the building of the 21st century exercise physiology by the leaders of
ASEP. The web site, in particular, demonstrates dozens of files carefully
created from a vision statement, to a code of ethics for professional practice,
to creative documents that show step by step how to start ASEP state associations,
and to obtain licensure. As students of exercise physiology, just
as “the act of writing is the act of discovering” – the act of joining
ASEP is the act of ensuring our future as health care professionals.
References
1. Boone, T. (2001). Professional
Development of Exercise Physiology. The Edwin Mellen Press. Studies
in Health and Human Services, Volume 43.
2. Jungbauer, S. (2000). The Quest
for Status in a Title. Professionalization of Exercise Physiologyonline.
[Online].
http://www.asep.org/asep/asep/jan3.html
3. American Society of Exercise Physiologists.
(2000). Guidelines for the Accreditation of Undergraduate Programs in Exercise
Physiology. [Online]. http://www.asep.org/asep/asep/accredit.htm
