STRATEGIES TO
TEACH
EXERCISE PHYSIOLOGY
PROFESSIONALISM
Jesse Pittsley, MA
Doctorate Student - Exercise
Physiology
The University of Kentucky
Lexington, KY
“The professor was
heard saying, ‘Class, due in one week, a five-page, typed paper that describes
the charteristics that define a profession. Also, please describe
the differences between a discipline and a profession using the current
status of the field of exercise physiology in relation to the published
requirements." The question to the reader: Is this reality?
Introduction
Exercise Physiology is a
changing profession. What was once considered the academic bridge
between the professions of physical education and sports medicine, exercise
physiology has evolved to include corporate and clinical employment facets
to compliment its already strong research core. As the public’s demand
for exercise professionals with a well-developed science background increases,
more individuals will want to study and be employed under the title of
“exercise physiologist”. With more entering this diverse field, the
need for students at all levels to understand the value and role of professionalizing
exercise physiology becomes increasingly vital. To talk about this
subject to only those already in the work force may be too late, and it
is becoming evident that the discussion of such issues must arise earlier.
However, it is obvious that the current university curriculum in exercise
science/physiology is not designed to deal with such content. This
unfortunate aspect of “what is exercise physiology” must change. The purpose
of this article is to examine several current faults in the undergraduate
and/or graduate curriculums and introduce some possible changes that present
exercise physiology courses may undergo to educate students about professionalization.
Is Failing to Study Professionalization
Unethical?
Choosing to take time out
in courses to teach professionalization is a decision many professors are
probably unwilling to do, but should they be expected to do so?
The ASEP's Code of Ethics document outlines many of the requirements for
professional conduct. The document is based on, "the belief that exercise
physiologists are self-regulated, critical thinkers who are accountable
and responsible for their high quality competence in the practice and the
delivery of exercise physiology concepts, ideas, and services." (1)
It is common for general exercise physiology courses and the traditional
exercise testing and prescription courses to tackle such subject matter,
but rarely do these courses incorporate the topics of professionalism and/or
professionalization. Issues that pertain to the legal concerns, scientific
correctness, ethical questions, and standards of practice may be mentioned,
but almost in passing so as to only scratch the service. The topic
of professionalism and professionalization of exercise physiology are not
included in these courses. Yet, item 7 of the Code of Ethics states,
“Exercise physiologists should contribute to the ongoing development and
integrity of the profession….(1)” Thus, it seems
logical that if a department offers an “Exercise Physiology” degree, the
issues surrounding professionalism and professionalization should be taught.
A Common Theme for Change
The first change that should
transpire is holistic and deals primarily with the overall view of the
field of exercise physiology. In undergraduate and graduate
programs, all courses in exercise physiology should have a common theme
(other than the physiology of exercise) that the students are being educated
to become exercise physiologists. Professors should consider carrying
through from course to course the idea that they are educating and assisting
in the professional development of exercise physiologists, not unnamed
(or multi-named) individuals with a variety of skills. As an
example, in physical therapy, nursing, and in other healthcare programs,
students have an understanding prior to beginning their coursework that
they will be trained to become a specific type of professional. The
students, as well as the general public, already have a strong understanding
of the role of the profession in society. It is unfortunate this
does not apply to most exercise physiology programs of study. Students
are often left with an abundance of knowledge, a plethora of useful hands-on
skills, and a well-developed identity crisis. Following graduation,
they are left with the responsibility to "fend" for themselves in a job
market full of "weekend certifications," watered-down curriculums, and
uneducated employers.
It is difficult to carry
the, "…we are here to develop exercise physiologists…," theme through undergraduate
and graduate programs when the professors in these programs come from such
diverse academic backgrounds. It is common for programs to have an
instructor with a strong clinical background, one with a strength and conditioning
background, another from physical education, and others from a variety
of research areas; all teaching the same group of students. This
creates both diversity and confusion among the students. The diverse
background of many of the exercise physiologists is a quality that makes
the field unique. The exercise physiologist is not limited to specific
realm, and the idea is there may be employment in a variety of markets.
To overcome the diversity, and the fact that diversity has opened the job
market, professors should look for common themes. First, they
are educating students to become exercise physiologists, and the same skills
and knowledge may be used in many areas. Second, it should
be recognized that exercise physiologists have a code of ethics and standards
of professional practice that unify the field’s conduct. Both the
code and the standards should be taught throughout the students’ course
work. Finally, like most in the job market, exercise physiologists
need to be entrepreneurs and educate the public of their knowledge and
abilities. Along as diversity is likely to produce a well-rounded
professional, then it should be embraced. But, it should be united
with common themes to assist in strengthening the product (i.e., the students).
With these basic themes in place and combined with other educational techniques
to build professionalism, progress in thinking as a professional should
be forthcoming.
The Unchanged Exercise
Physiology Course
For the exercise physiology
profession to evolve, it is important that a certain amount of change takes
place in the traditional course entitled, "Exercise Physiology" (sometimes
listed as Advanced or Applied Exercise Physiology). Over time, this
course has been regarded as the core of most curriculums. More
frequently today versus a few years ago, there is some discussion, often
a very brief review of the history of exercise physiology and its role
as an academic discipline in the healthcare community. There is also
the more common and much more engaging lectures on exercise and its application
to sports and lifestyle matters. Such a scope of content will no
longer suffice if an exercise physiologist is to be properly educated for
the current workforce. Just recently, Robergs and Roberts published
the first exercise physiology textbook that begins with the discussion
of the professionalization of exercise physiology (3).
Citing such articles as "I Know You Are an Exercise Physiologist, But What
Do You Do? (4), and an article regarding the relationship
between ACSM and ASEP (5), the authors open the discussion
to the role of the exercise physiology today. Starting a text with
this subject is a significant step forward and, in time, other textbooks
will follow. Beginning a text this way also suggests that courses
should introduce the topic of professionalism. Student should
be taught about the professional arena they are about to enter. In
fact, it is rather amazing that the current courses are so saturated with
academic information about exercise, but fail to examine content regarding
the eventual use of the information as professionals. Educators fail
to mention (for a variety of reasons) that if the field fails to unify
its graduates, which is having a negative effect on the job market.
The following are strategies that may be used to modify such a course or
other related courses.
What are the Characteristics
of a Profession?
With a unified educational
staff, students should be taught to define and discuss the qualities that
make a profession. Without this knowledge, students will lack the
basic knowledge to critically reflect on the current status and future
progress of the field. Students should able to define the term "profession"
and discuss the qualities that differentiate academic disciplines from
professions. For example, the differences between the professions
of nursing and medicine and the academic disciplines, biochemistry and
biology, should be understood. This understanding should allow students
to see the evolution and goal products of exercise physiology.
In his essay published in PEPonline, Stanley Brown (6)
identifies five characteristics (previously published by Purtilo and Cassel)
for healthcare professions as: 1) self-governed autonomy; 2) social
value; 3) specialized knowledge; 4) representative organization; and 5)
lifetime commitment. What do these terms mean? Do the collective
academic works, faculty, and healthcare practitioners meet these requirements?
Having an appreciation for these questions and the ability to reflect upon
them are unfortunately very rare on most campuses.
However, a person could argue
that it isn’t rare for courses in physical therapy and nursing programs
to require students to study the characteristics of a profession.
If the professors gave an assignment to study and compare the published
criteria for professions, most students from those professions would understand
the reasons for doing so. On the other hand, assigning a similar
assignment to exercise physiology student would probably be rather rare
and even the purpose may be questioned. The scarcity of this
assignment cannot be credited to its lack of value, but rather to the current
status of thinking in exercise physiology. Some professions have
been growing and evolving for over 75 years. The evolution has taken
some professions beyond the criteria discussions on to other issues.
Exercise Physiology is just starting this process. The analysis of
such subject matter as well as the role of professional organizations,
accredited curriculums, and certification exams have in meeting these requirements
would greatly assist and may even accelerate the development of the field.
Imagine the impact on both the educational process and the outcomes thereof
if the majority of the newly educated exercise physiologists understood
the concepts and reasons underlying professionalism.
A Statement of Philosophy
To personalize these concepts,
a simple but valuable technique used to stimulate students and encourage
analysis is the commonly assigned "Statement of Philosophy." Such
a tool is rarely used in exercise physiology courses, but its value far
exceeds the time spent. Professional curriculums in many fields require
students to create a manuscript stating their philosophy about the major.
Typically, the paper is revised throughout the students’ educational term
to serve as a baseline for personal and professional analysis and/or the
evaluation of new thinking. Philosophy statements serve to guide
students (as well as professionals) through the difficult decisions that
all encounter through their careers. In the athletic administration
text by Larry Horine (7), there is an interesting quote
by Earl Zeiger, "Without a philosophy, coaches and physical educators
are unguided missiles.”
The statement of philosophy
assignment could be included easily in almost any course offered by the
department. The individual statements may help direct individuals
in better understanding such issues as moralistic conduct, value of the
client, management style, beliefs regarding continuing education, and the
internalized value of the profession. The academic experience is
also important in individualizing the characteristics that make a profession
as well as the students’ role in professionalism. Once this concept
is individualized, the personal value of the entire course and curriculum
is increase considerably.
Taking Exercise Physiology
to the Next Level
The recently approved ASEP
Accreditation Guidelines for the undergraduate degree in exercise physiology,
and the Exercise Physiologist Certification exam by the same organization
are examples of movement in the right direction. Now, for the first
time in the history of exercise physiology, there are established professional
credentials and standards. The certification itself is a major step
in the direction of professionalism, and yet there still many issues that
need attention and discussion. In particular, both the bachelor and
the master’s degrees remain primarily focused to develop individuals with
knowledge and skills (almost as though they were technicians) and not to
develop exercise physiologists (as professionals). It is this slight
shift in focus that remains a significant hindrance in both thinking and
doing in this field. Nursing, medicine, physical therapy, education,
and many other professional programs develop individuals with specific
titles and diverse skills that allows for widespread employment and a public
understanding of the profession’s role in society. Sharing
a common theme, slightly modifying course content, and initiating the analysis
of such subject matter should help move the emerging profession of exercise
physiology to the next level.
References
1.
American Society of Exercise Physiologists (1999). Code of ethics [Online].
Available: http://www.asep.org/asep/asep/ethics.htm
[2000,
August].
2.
American Society of Exercise Physiologists (1999). Scope of Practice [Online]
Available: http://www.asep.org/asep/asep/jan14f.htm
3. Robergs,
R.A. Roberts, S.O. (2000). Fundamental Principles of Exercise Physiology.
(First Edition). McGraw Hill. Boston, MA.
4.
Boone, T. I know you’re an exercise physiologist, but what do you do? Professionalization
of Exercise Physiologyonline.
1(3):
http://www.asep.org/asep/asep/pro9.htm
5.
Robergs, R.A. ACSM and exercise physiology: Past, present and future. Professionalization
of Exercise Physiologyonline.
1(1). Available:
http://www.asep.org/asep/asep/pro1.htm
6.
Brown, S.P. (2000). The professionalization of exercise physiology: a critical
essay.
Professionalization
of Exercise Physiologyonline.
3(6). Available:
http://www.asep.org/asep/asep/ProfessionalismCriticalEssay.html
7.
Horine, L. (1995). Administration of Physical Education and Sport Programs.
(Third Edition). WCB Brown and Benchmark. Madison, Wisconsin.
Copyright
©1997-2000 American Society of Exercise Physiologists. All Rights
Reserved.
ASEP
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